2015/2257(INI) | [ParlTrack]

Draft opinion
Recital 1 (new)

(1) whereas, according to Eurostat, unemployment has been still at 10.2 percent in 2014 despite the slow recovery; whereas across the EU, youth unemployment stands at 22.1 %, only 51% of workers between 55 and 64 work and the gender gap in the employment rate of older workers reaches 13.6 percentage points;

Amendment 10 #

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility in the context of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability and reduces the skills gap; now encourages Member States fully to promote the full range of opportunities offered by the new Erasmus+ programme, which provides young people not only with opportunities to study abroad, but also with opportunities for apprenticeships, work placements and voluntary work abroad.

Amendment 100 #

Verónica LOPE FONTAGNÉ

Draft opinion
Paragraph 5 a (new)

5 a. Calls for better coordination of public employment services with tools such as EURES, to encourage simpler and more effective labour mobility;

Amendment 101 #

Draft opinion
Paragraph 5 b (new)

5b. Supports the Commission's Erasmus programme for young entrepreneurs, which gives entrepreneurs of the future the chance to learn alongside experienced entrepreneurs running small businesses in participating countries; stresses the 'win-win' nature of such exchanges, which enable new entrepreneurs to acquire the essential skills for successful business management at the same time as giving experienced entrepreneurs the benefit of a new perspective on their business and enabling them to expand their professional networks and penetrate new markets;

Amendment 102 #

Draft opinion
Paragraph 5 b (new)

5 b. Calls for measures to combat the lack of tradition, motivation and language skills in some Member States, particularly in those most affected by youth unemployment. Access to these experiences should be established having regard to the sociological make-up of the country of origin and responding to the need to achieve gender equality in the promotion of opportunities;

Amendment 103 #

Draft opinion
Paragraph 5 c (new)

5 c. Mobility in VET encourages occupational, and not just academic, mobility. Such occupational mobility must be promoted through mechanisms for occupational adjustment and language support to ensure that experiences in other countries are successful and well run. In addition, this mobility must take into account the continuous training aspect (CVET), since continuous training is key to the improvement and updating of skills and expertise;

Amendment 104 #

Draft opinion
Paragraph 5 d (new)

5 d. Recommends encouraging the return of professionals so that they can use their knowledge and experience to contribute to the development of the society of others, for example, through agreements involving chambers of commerce, professional associations, unions and training intermediaries;

Amendment 105 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Miapetra KUMPULA-NATRI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 6

Amendment 106 #

Draft opinion
Paragraph 6

6. ~~Welcomes~~Values positively the launch of pilot projects ~~such~~, as well as thate recently approved ~~by Parliament, entitled ‘~~'European framework for ~~the~~ mobility of apprentices’,' as ~~the~~a basis for ~~a specific mobility programme in the context of VET~~improvements in the Erasmus+ programme aimed at enabling more and better VET mobility of long-term duration; urges the creation of a framework for long-term initiatives as opposed to solely project-focused actions, in order to establish a permanent and sustainable system that is fully operational that is predictable and that encourages free movement of skills across Europe;

Amendment 107 #

Marian HARKIN

Draft opinion
Paragraph 6

6. Welcomes pilot projects such as that recently approved by Parliament, entitled ‘European framework for the mobility of apprentices’, as the basis for a specific mobility programme in the context of VET; Notes that such a framework could act as a specific 'highway' to alleviate youth unemployment by facilitating a smooth transition from education and training to the labour market;

Amendment 108 #

Draft opinion
Paragraph 6

6. Welcomes pilot projects such as that recently approved by Parliament, entitled ‘European framework for the mobility of apprentices’, as the basis for a specific mobility programme in the context of VET , on condition that such measures are not manipulated so as to displace low-cost labour and do not transform, to the detriment of the learners, into de-facto instruments of social dumping;

Amendment 109 #

Jeroen LENAERS

Draft opinion
Paragraph 6

6. Welcomes pilot projects such as that recently approved by Parliament, entitled ‘European framework for the mobility of apprentices’, as the basis for a specific mobility programme in the context of VET; calls for improved opportunities for VET students to do work placements in neighbouring countries, for example by funding the travel costs of students who remain living in their home country;

Amendment 11 #

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility in Member States should be allowed to control their own immigration and employment policy; Whereas national governments should have the right to restrict access to their labour market from another count~~ext of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability and reduces the skills gap~~ry through visas, work permits or any other system they deem suitable;

Amendment 110 #

Draft opinion
Paragraph 6

6. WSuggests that a major focus on low- qualification beneficiaries is made, in order to increase their participation to VET mobility programs and thereby improve the outreach of the programs; welcomes pilot projects such as that recently approved by Parliament, entitled ‘European framework for the mobility of apprentices’, as the basis for a specific mobility programme in the context of VET;

Amendment 111 #

Draft opinion
Paragraph 6

6. Welcomes pilot projects such as that recently approved by Parliament, entitled ‘European framework for the mobility of apprentices’, as the basis for a specific mobility programme in the context of VET; recommends also that tools such as apprenticeships and traineeships are not used to provide a temporary and low-cost workforce;

Amendment 112 #

Brando BENIFEI, Flavio ZANONATO, Emilian PAVEL

Draft opinion
Paragraph 6

Amendment 113 #

Draft opinion
Paragraph 6 a (new)

6 a. Stresses the importance of the Youth Guarantee and the Youth Employment Initiative in supporting apprenticeships, traineeships, vocational education and training, job placements and further education leading to a qualification; calls on the Commission and the Member States to ensure that adequate funding is allocated to these programmes for the whole programming period 2014-2020;

Amendment 114 #

Draft opinion
Paragraph 6 a (new)

6 a. Seeks to ensure that considerably more project organisers with no prior EU experience can submit scholarship applications; invites national agencies to introduce or expand upon specific support mechanisms for the aforesaid organisers; considers that there is significant room for improvement with regard to the European Commission’s 349 page programme guide1a; considers this to be less than user-friendly; insists upon better transparency, simplicity and clarity; 1aProgramme guide, version 3 of 16 December 2014, http://ec.europa.eu/programmes/erasmus- plus/documents/erasmus-plus- programme-guide_de.pdf.

Amendment 115 #

Draft opinion
Paragraph 6 a (new)

6 a. Calls on the Commission to present and the Member States to endorse a proposal for an EU Apprenticeship status and scheme to guarantee a set of rights for those apprentices and VET learners who make use of their right to free movement, so as to ensure that their efforts are recognized and their rights are protected;

Amendment 116 #

Draft opinion
Paragraph 6 a (new)

6 a. Given that the European resources allocated to Erasmus+ and VET programmes are not proportional to the number or needs of those interested in benefiting from the mobility offered by these schemes, calls on the Member States to promote bilateral agreements to supplement the activities of Erasmus+ and the European VET programmes and thus increase the mobility of young Europeans;

Amendment 117 #

Verónica LOPE FONTAGNÉ, Rosa ESTARÀS FERRAGUT

Draft opinion
Paragraph 6 a (new)

6a. Calls for social measures concerning apprentices' pay and the associated salary deductions to be calculated to the advantage of the student or apprentice, so that they are not exploited for the purposes of labour displacement and unfair competition;

Amendment 118 #

Draft opinion
Paragraph 6 a (new)

6 a. Calls on the Commission and the Member States to ensure that disabled people participate equally in EU mobility programmes, particularly those relating to education and employment;

Amendment 119 #

Georgi PIRINSKI

Draft opinion
Paragraph 6 a (new)

6 a. Recognizes the importance of informal and non-formal learning for the employability and adaptability of workers and asks therefore the Member States to design and implement measures aimed at validation of skills and competences;

Amendment 12 #

Jeroen LENAERS

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility in the context of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability and reduces the skills gap; further calls for a greater focus on neighbouring languages in the field of VET in order to increase the position and employability in the cross-border labour market;

Amendment 120 #

Georgi PIRINSKI

Draft opinion
Paragraph 6 b (new)

6 b. Urges the Commission and the Member States to ensure complementarity between the European Social Fund and Erasmus+ noting that the ESF may significantly contribute to widening the scope and coverage of VET-related measures;

Amendment 121 #

Draft opinion
Paragraph 6 b (new)

6 b. Points to the multiple disadvantages still being suffered by those who use their right to mobility as regards social security, recognition of competencies and stresses that mobility in the framework of Erasmus+ must aim at overcoming this;

Amendment 122 #

Draft opinion
Paragraph 6 c (new)

6 c. Considers the quality and positive effects of such mobility programmes also depend on measures supporting social and cultural next to language integration as this will foster people's participation in society and will improve their working and living conditions;

Amendment 123 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 7

7. Calls for a revision of the multiannual financial framework (MFF) based on criteria including the prior assessment of the effectiveness of measures to combat unemployment, with funding for the less effective provisions being cut, an approach which is particularly important at times of crisis such as these, which are marked by unacceptable imbalances.deleted

Amendment 124 #

Draft opinion
Paragraph 7

7. Calls for athe revision of the ~~multiannual financial framework (~~MFF) based ~~on criteria including the prior assessment of the effectiveness of measures to combat unemployment, with funding for the less effective provisi~~, among other criteria, on an assessment of the resources' efficiency in relation to the fight against unemployment. This should be donse b~~eing cut, an approach which is particularly important at times of crisis such as these, which are marked by unacceptable imbalances.~~y reducing items with a limited impact especially in times of emergency and intolerable imbalances as the current ones, whilst increasing available funding for high impact and necessary actions in VET mobility;

Amendment 125 #

Inês Cristina ZUBER, Neoklis SYLIKIOTIS, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO, Lynn BOYLAN

Draft opinion
Paragraph 7

7. Calls for a revision of the multiannual financial framework (MFF) based on criteria included ing the prior assessment of the social effect~~ivenes~~s of measures to combat unemployment, ~~with funding for the less effective provisions being cut, an approach which i~~ensuring that the allocations made to these programmes par~~ticularly important at times of crisis such as th~~e strengthened, encouraging the independence of beneficiaries and truly universal acceses, whi~~ch are marked by unacceptable imbalances~~lst at the same time avoiding the elitisation of mobility by means of under-financialisation.

Amendment 126 #

Brando BENIFEI, Flavio ZANONATO

Draft opinion
Paragraph 7

7. Calls for a revision of the multiannual financial framework (MFF) based on criteria including the prior assessment of the effectiveness of measures to combat unemployment, ~~with funding for the less effective provisions being cut,~~ an approach which is particularly important at times of crisis such as these, which are marked by unacceptable imbalances.;

Amendment 127 #

Draft opinion
Paragraph 7

7. Calls for a revision of the multiannual financial framework (MFF) ~~based on criteria~~, including the prior assessment of the effectiveness of measures to combat unemployment~~, with funding for the less effective provisions being cut, an approach which is particularly important at times of crisis such as these, which are marked by unacceptable imbalances~~.

Amendment 128 #

Draft opinion
Paragraph 7 a (new)

7 a. Calls upon the Commission and Member States to intensify their efforts to recognise also informal and non-formal learning by processes of skills validation; highlights that this is especially important for older workers who lose their jobs and have acquired a rich experience through informal and non-formal learning, as well as for women coming out of career breaks for the care for children or family members dependent on care, where they have exercised tasks that are highly valuable in the formal workforce; calls for a European reference framework for skills acquired through formal and non- formal learning;

Amendment 129 #

Patrick LE HYARIC

Draft opinion
Paragraph 7 a (new)

7a. Believes that the vocational and educational training (VET) aspect of the Erasmus+ programme enables it to expand its remit and enable new categories of persons, including those lacking the means to become expatriates, to benefit from intra-European mobility and consequently calls for the budget for the programme be increased so that it may reach the maximum number of people;

Amendment 13 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes may have fostered European integration and may have strengthened the idea of citizenship; notes that these programmes may have had an indirect impact on employment; points out that mobility in the context of vocational education and training (VET) ~~is fundamental to~~could be a useful tool in the fight against unemployment, enhances employability and reduces the skills gap;

Amendment 130 #

Draft opinion
Paragraph 7 a (new)

7 a. Highlights the gender gap in Science, Technology, Engineering and Math education (STEM) skills and employment across the EU and calls on the Commission and Member States to fully commit to Erasmus+ and to use this mechanism as a key opportunity to develop STEM skills for females to increase their ability to embark on a career in the STEM field and decrease the existing skills gap in this area;

Amendment 131 #

Draft opinion
Paragraph 7 a (new)

7 a. Highlights the importance of clear learning outcomes and specific job descriptions for the Erasmus+ work experiences abroad for vocational education and training students, trainees, and apprentices; stresses that the preparation of the candidates before their international experiences is an integral part of the activity and needs to include career guidance sessions, language trainings and cross-cultural communication;

Amendment 132 #

Draft opinion
Paragraph 7 a (new)

7a. Points out, having regard to the very poor results achieved by anti- unemployment policy, that it is necessary to verify that the funds for the various items are well used, so as to determine which are the least efficient;

Amendment 133 #

Claude ROLIN

Draft opinion
Paragraph 7 a (new)

7a. Urges that dual work/study courses be promoted and valued, and that vocational training for jobseekers and those in work be enhanced, with a particular focus on underqualified groups;

Amendment 134 #

Draft opinion
Paragraph 7 a (new)

7 a. Is concerned by reports from organisers and institutions which call into question whether application forms are being made available in an appropriate and timely manner; calls on the bodies responsible to investigate and address any shortcomings, where appropriate, as quickly as possible;

Amendment 135 #

Nadine MORANO

Draft opinion
Paragraph 7 a (new)

7a. Calls in particular for an evaluation of the 'Youth Guarantee' programme, which gives 18-26 year-olds a grant in exchange for participating in employment and training access measures.

Amendment 136 #

Draft opinion
Paragraph 7 a (new)

7 a. Calls for the simplification of Erasmus + procedures so as to include students with refugee status, in order to provide a rapid response to their inclusion in European educational institutions;

Amendment 137 #

Draft opinion
Paragraph 7 b (new)

7 b. Deplores that non-formal learning has lost visibility and a share of the budget dedicated to it in the current Erasmus+ programme; highlights the importance of non-formal learning on European level, especially through youth work and senior volunteering; calls for non-formal and informal learning to have a clear and visible place in the Erasmus+ programme; further calls for the possibility to apply for large-scale adult education projects that would be governed by the same principles as sector skill alliances or knowledge alliances;

Amendment 138 #

Claude ROLIN

Draft opinion
Paragraph 7 b (new)

7b. Calls for the access to vocational and educational training (VET) and qualifications, including higher-level qualifications, to be made easier by promoting flexibility in apprenticeship pathways and permeability of arrangements, especially by promoting training opportunities in particular to groups with insufficient basic skills and employees with intermediate-level qualifications;

Amendment 139 #

Draft opinion
Paragraph 7 b (new)

7 b. Calls for issues surrounding the European Voluntary Service (EVS), with regards to insurance for participants, approval, database management and support for volunteers, to be addressed in a targeted manner, so as to prevent a decrease in participation;

Amendment 14 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 1

Amendment 140 #

Draft opinion
Paragraph 7 b (new)

7 b. Calls on the European Commission to draw up and share updated statistics on Erasmus+, and the impact it has had;

Amendment 141 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Miapetra KUMPULA-NATRI, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 7 c (new)

7 c. Calls on the Commission and Members States to take into account the positive role that 'seniors' can play in education and training of youth, particularly in the field of business and entrepreneurship, to maximise inter- generational exchange through traineeships and mentoring as well as facilitating experience-based learning in cross-generational teams;

Amendment 142 #

Draft opinion
Paragraph 7 c (new)

7 c. Notes that, in a transition towards a more digitised economy, a redefinition of jobs and skills is taking place; calls, in consequence, on the Member States and the European Commission to work in conjunction with the private sector and develop skilling strategies and VET programmes for the requalification of workers;

Amendment 143 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 7 d (new)

7 d. Calls on Member States to provide appropriate training and ensure an ongoing professional development of teachers and education leaders in VET in order to help them use the most appropriate hands-on and real-life experiences teaching methods;

Amendment 144 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Miapetra KUMPULA-NATRI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 7 d (new)

7 d. Urges that Erasmus+ or similar programmes be put in place to provide education and training opportunities for older age groups, particularly for 50+ entrepreneurs or potential 50+ entrepreneurs, with a view to boosting employment in Europe;

Amendment 145 #

Draft opinion
Paragraph 7 e (new)

7 e. Calls on the European Commission to work on an overview of the countries involved in cross-border vocational education and training programmes, as well as to analyse why some countries are applying for more VET work and learning experiences abroad, and build a plan on how to increase their involvement;

Amendment 146 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 7 f (new)

7 f. Calls on the European Commission to establish minimum levels of allowances according to differences in living conditions, prices and costs between the Member States, available for the vocational education and training students, trainees, and apprentices, in order to fully benefit from the opportunities offered by these mobility programmes and to avoid discrimination, abandon or failure;

Amendment 147 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Miapetra KUMPULA-NATRI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 7 g (new)

7 g. Suggests that all of the stakeholders such as education institutions, public administration, private sector and civil society, work on joint strategies aimed at enhancing the return of the vocational education and training students, trainees, and apprentices that carried out work experiences abroad, in order to combat skills and workforce imbalances across Europe;

Amendment 148 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 7 h (new)

7 h. Calls on the European Commission to put in place minimum standards, mandatory for all participants, in terms of insurance for people, especially young, travelling and working - during their apprenticeships, across Europe;

Amendment 149 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 7 i (new)

7 i. Strongly supports an aggressive and efficient promotion of VET mobility programmes among women and considers that measures should be put in place in order to ensure that all mobility programmes are strictly gender balanced and offer true equal opportunities for all; considers that ambitious targets should be set in this regard and the progress should be strictly monitored;

Amendment 15 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 1

Amendment 150 #

Draft opinion
Paragraph 7 j (new)

7 j. Recalls the problems related to the insufficient levels of payments regarding the Erasmus+ programme in the last years that jeopardise its proper implementation, in particular the learning and training mobility;

Amendment 16 #

Romana TOMC

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes have fostered European integration and strengthened European awareness and the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility in the context of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability and reduces the skills gap;

Amendment 17 #

Draft opinion
Paragraph 1 a (new)

1 a. Highlights that lifelong learning and vocational education and training are key to achieve better employment prospects to long-term unemployed; calls upon the Commission and member States to put all efforts into the attainment of the objectives of the European Strategy for Education and Training 2020; highlights that European mobility programmes such as Erasmus+ have a vital role to play in this field as well;

Amendment 18 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Miapetra KUMPULA-NATRI, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 1 a (new)

1 a. Emphasises that the number of study periods completed abroad through the Erasmus scheme has been steadily increasing since 2008 despite the economic, financial and social crisis; draws attention to the fact that, at the same time, the number of work placements abroad has increased exponentially; concludes that work placements are obviously regarded by young people as an excellent opportunity to enhance their employability; recommends that the European Commission and national agencies, organisers and institutions take note of this development1a; 1a see‘Student and staff mobility in times of crisis’, German Academic Exchange Service (DAAD), December 2014, funded by the European Commission.

Amendment 19 #

Draft opinion
Paragraph 1 a (new)

1 a. Highlights that VET has a vital economic and social role in Europe as a mechanism leading to equal opportunities for all citizens, including from socially vulnerable and disadvantaged groups, unemployed youth, the long-term unemployed, including second-generation unemployed, job seekers close to retirement age, immigrants, people with disabilities, as well as women, which are under-represented in VET;

Amendment 2 #

Draft opinion
Recital 2 (new)

(2) whereas skills mismatches on the labour market persist, as shown by the high job vacancy rate in the European Commission's 2015 Autumn Economic Forecast;

Amendment 20 #

Draft opinion
Paragraph 1 a (new)

1 a. Points out that Erasmus and other mobility programmes have fostered European integration and have helped to create and spread the idea of European citizenship among young people from different Member States, with Erasmus + representing the first real employment opportunity for many European students;

Amendment 21 #

Draft opinion
Paragraph 1 a (new)

1 a. Notes that, in the current economic climate, characterised as it is by a high rate of youth unemployment and by a disparity between the demand and supply of skills, mobility programmes in the fields of education and professional training must be more closely tailored to the specific requirements of the job market;

Amendment 22 #

Dieter-Lebrecht KOCH

Draft opinion
Paragraph 1 a (new)

1 a. Points out that Erasmus+ is regarded in the media and by the general public for the most part merely as a ‘study programme’ and therefore recommends promoting increased publicity work, including by means of an information campaign, in relation to all aspects of the scholarship programme.

Amendment 23 #

Draft opinion
Paragraph 1 a (new)

1 a. Calls on the Commission and the Member States to improve both the quality and supply of apprenticeships so that every student enrolled in VET is guaranteed an apprenticeship place in order to ensure quality VET that actually improves labour market outcomes, and provides young people with skills and competences for life;

Amendment 24 #

Draft opinion
Paragraph 1 a (new)

1 a. Calls for the creation of an EU mobility programme similar to Erasmus +, as an instrument for tackling unemployment and improving the qualifications of people aged over 45, paying special attention to minorities and those with special needs;

Amendment 25 #

Draft opinion
Paragraph 1 a (new)

1 a. Promoting mobility in VET is key to fully developing its international focus, since said occupations are distinguished by having the necessary flexibility to be carried out anywhere in Europe;

Amendment 26 #

Draft opinion
Paragraph 1 a (new)

1a. Points out that beyond the sensitive principle of adding value to national education, it seems necessary to put measures in place to prevent the Erasmus+ programme from facilitating a brain drain;

Amendment 27 #

Danuta JAZŁOWIECKA

Draft opinion
Paragraph 1 a (new)

1 a. Underlines that mobility in VET is a great opportunity, especially for young people, to get skills and unique experience they need to be competitive in today's labour markets throughout the EU;

Amendment 28 #

Draft opinion
Paragraph 1 b (new)

1 b. Urges the Commission to consider strengthening Universities of the Third Age by creating a ‘Senior Erasmus’ programme so as to provide mobility and the sharing of knowledge between people of that age group in the EU;

Amendment 29 #

Draft opinion
Paragraph 2

Amendment 3 #

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes have fostered European integration and strengthened the idea of citizenship; stresses that it is of utter importance that Erasmus+ and other programs target all citizens regardless of their education level; notes that these programmes have had an indirect positive impact on employment but also on understanding and participating in the European Union by experiencing it; points out that mobility in the context of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability and reduces the skills gap; recalls that it is therefore important that VET mobility targets groups at risk of unemployment to broaden their opportunities and chances at participation in the labour market and society;

Amendment 30 #

Inês Cristina ZUBER, Neoklis SYLIKIOTIS, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO, Lynn BOYLAN

Draft opinion
Paragraph 2

2. ~~Note~~Recalls that, d~~espite improvements to the arrangements for~~ue to the European Qualifications Framework (2008/C 111/01), major improvements have been made as regards the recognition of diplomas, credits, skills certificates, competency accreditations and acquired expertise in the context of VET, a legal basis applicable throughout the EU is needed; calls on Member States to improve implementation on the ground and remove remaining barriers; calls on the Commission, the Parliament and the Council to strengthen the instrument from currently a recommendation to a legally stronger basis as any non-recognition of competences negatively impacts on the EU2020 target of Employment Rates and hinders free movement as enshrined in the Treaties;

Amendment 31 #

Draft opinion
Paragraph 2

2. Notes that, despite ~~improvements to~~the propaganda around the benefits of the Bologna Treaty and other processes for the standardisation of education and training systems, serious inconsistencies persist in the arrangements for the recognition of diplomas, credits, skills certificates, competency accreditations and acquired expertise in the context of VET, ~~a legal basis applicable throughout the EU is neede~~which fail to meet the expectations of students and workers who seek to make use of these arrangements of their own accord;

Amendment 32 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 2

2. Notes that, despite improvements to the arrangements for the recognition of diplomas, credits, skills certificates, competency accreditations and acquired expertise in the context of VET, a legal basis applicable throughout the EU is needed; calls for specific targets such as the implementation of a fully operational credit transfer system and recognition by using European credit system for vocational education and training (ECVET), as well as the establishment of a legal basis for vocational education and training, based on the model of the Lisbon Recognition Convention and the European Network of Information Centres and National Academic Recognition Information Centres in the EU(ENIC-NARIC);

Amendment 33 #

Draft opinion
Paragraph 2

2. Notes that~~, despite~~ improvements to the arrangements for the recognition of diplomas, credits, skills certificates, competency accreditations and acquired expertise in the context of VET~~, a legal basis applicable throughout the EU is needed~~ have led to a levelling-down of the recognition of the quality of certificates issued in States in which certification standards are demanding.; It is therefore necessary to reject the automatic recognition of diplomas, credits and skills certificates in the EU;

Amendment 34 #

Danuta JAZŁOWIECKA

Draft opinion
Paragraph 2

2. NUnderlines that recognition across Member States of learners' achievements and gained competences is key; notes that, despite improvements to the arrangements for the recognition of diplomas, credits, skills certificates, competency accreditations and acquired expertise in the context of VET, a legal basis applicable throughout the EU is needed;

Amendment 35 #

Claude ROLIN

Draft opinion
Paragraph 2

2. Notes that, despite improvements to the arrangements for the recognition of diplomas, credits, skills certificates, competency accreditations and acquired expertise in the context of VET, a legal basis applicable throughout the EU is needed in order to harmonise the validation not only of formal apprenticeships, but also of non-formal and informal apprenticeships;

Amendment 36 #

Tomáš ZDECHOVSKÝ

Draft opinion
Paragraph 2

2. Notes that, a legal basis which is applicable in the whole EU is needed despite improvements to the arrangements for the recognition of diplomas, credits, and skills certificates, competency accreditations and acquired expertise in the context of VET~~, a legal basis applicable throughout the EU is needed~~;

Amendment 37 #

Draft opinion
Paragraph 2

Amendment 38 #

Draft opinion
Paragraph 2

Amendment 39 #

Draft opinion
Paragraph 2

2. Notes th~~at, despite improvements to~~e efforts to improve the arrangements for the recognition of diplomas, credits, skills certificates, competency accreditations and acquired expertise in the context of VET, a legal basis applicable throughout the EU is needed;

Amendment 4 #

Draft opinion
Paragraph 1

1. PWelcomes the fact that an agreement was able to be reached with the Council which, despite financial constraints, enabled the Erasmus+ budget to be increased by 40 % for the period 2014 to 2020; emphasises that, as a result, more than four million young Europeans will have the chance to enhance their skills and employability; considers the foregoing to be an important contribution to overcoming high youth unemployment rates in certain Member States; points out that Erasmus and other mobility programmes have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility in the context of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability and reduces the skills gap;

Amendment 40 #

Draft opinion
Paragraph 2 a (new)

2 a. Acknowledges that, with regard to the high youth unemployment rates in certain Member States, a primary objective of Erasmus+ should be to prepare young people for employment; at the same time places particular emphasis on the need to preserve the status of activities outside of school, vocational training and study within the Erasmus+ programme; considers therefore that there is room for improvement in the promotion of youth work, artistic and cultural activities, political participation, adult education and mass sports; calls for the Youth in Action and Grundtvig programmes not to be disregarded;

Amendment 41 #

Draft opinion
Paragraph 2 a (new)

2 a. Notes that mobility programmes should primarily serve as a tool to enrich one's curriculum when specific educational opportunities are missing in home institution or country; therefore the added value of such an experience should be an important factor in selecting a host institution, whereas participants of the mobility should be advised and steered by their sending institution as to the choice of educational opportunities/professional experience. A verification of the adequacy of mobility programmes is also needed ex post;

Amendment 42 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Miapetra KUMPULA-NATRI, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 2 a (new)

2 a. Notes that increased efforts on the part of the European Commission are needed to reduce the high amount of administrative burden for applicants as well as for host companies and institutions involved in Erasmus+ projects in order to facilitate the registration process under the principle of proportionality;

Amendment 43 #

Draft opinion
Paragraph 2 a (new)

2 a. Calls on the European Commission, and the Member States to position VET and VET mobility as an important choice leading to a promising career and thus to increase the visibility of VET programmes, make them accessible to all, ensure gender balance and non- discrimination, and guarantee sufficient financing;

Amendment 44 #

Draft opinion
Paragraph 2 a (new)

2 a. Calls for better promotion of the mobility programmes for advanced levels of higher education, in order to meet the objectives for internationalisation of European universities and research centres;

Amendment 45 #

Marita ULVSKOG

Draft opinion
Paragraph 2 a (new)

2 a. Calls on the Member States to work with key stakeholders in order to remove financial and cultural barriers and ensure fair access to VET mobility programmes;

Amendment 46 #

Draft opinion
Paragraph 2 a (new)

2 a. Notes that there is still a lack of information on the arrangements for recognition meaning that they are far from the user and difficult to use and understand;

Amendment 47 #

Draft opinion
Paragraph 2 b (new)

2 b. Expresses concern that Erasmus+ is viewed by young people primarily as a programme for students in higher education; therefore recommends that greater importance be attached to raising the European, national and regional profile of the different areas and the sub- programmes relating to each, such as school-level education (Comenius), higher education (Erasmus), international higher education (Erasmus Mundus), vocational education and training (Leonardo da Vinci) and adult education (Grundtvig), as well as youth (Youth in Action) and sports;

Amendment 48 #

Draft opinion
Paragraph 2 b (new)

2 b. Welcomes the improved accessibility to programme-related-documents in all official EU languages; notes that the quality of the translation should be improved in order to avoid ambiguity and misconceptions for the participants;

Amendment 49 #

Inês Cristina ZUBER, Neoklis SYLIKIOTIS, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO, Lynn BOYLAN

Draft opinion
Paragraph 2 b (new)

2 b. Urges the Commission and the Member States to guarantee that VET mobility beneficiaries enjoy equal non- discriminatory rights as nationals throughout the EU, in particular in terms of health and safety at work;

Amendment 5 #

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes ~~have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indi~~within the European Union have contributed to the potential increase in the cultural universality of their beneficiaries, and have been an important mechanism for promoting tolerance, solidarity and dialogue between citizens of differecnt ~~impact on employment~~nationalities and experiences; points out that mobility in the context of vocational education and training (VET) is ~~fundamental to the fight against unemployment,~~an important factor in increasing and diversifying technical and academic capacities, which enhances employability and reduces the skills gap;

Amendment 50 #

Draft opinion
Paragraph 3

Amendment 51 #

Draft opinion
Paragraph 3

3. Calls on the Commission, the Member States and the agencies to revise the requirements of the VET mobility programmes to make them relevant as regards duration and content, combining periods of training and work,in order to enable people to develop effective professional skills and obtain jobs, as part of a necessary move towards the increased recognition of skills, and with a view towards taking concrete steps to fight unemployment, so as to enhance the employability of young people in Europe;

Amendment 52 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Miapetra KUMPULA-NATRI, Brando BENIFEI, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 3

3. Calls on the Commission, the Member States ~~and the agencies to revise the requirements of~~, involving EU agencies such as Cedefop to improve the VET mobility programmes tso ~~make them relev~~that they deliver added value for all participants as regards ~~duration and content, combining periods of training and work~~qualification, recognition and content, and to ensure that quality standards on apprenticeships are introduced;

Amendment 53 #

Draft opinion
Paragraph 3

3. Calls on the European Commission, ~~the~~ Member States and ~~the agencies to revise the requirements of the VET mobility programmes to make them relevant as regards~~key stakeholders to continue their collaboration on improving VET mobility programmes in terms of duration ~~and~~, content, com~~bining periods of~~petencies and learning outcomes, combining mobility both in training centres and at workplace;

Amendment 54 #

Marian HARKIN

Draft opinion
Paragraph 3

3. Calls on the Commission, the Member States and the agencies to revise the requirements of the VET mobility programmes to make them relevant as regards duration and content, combining periods of training and work; this revision should address the demands of and react to developing labour market needs in sectors such as the digital and green economies to prevent future skills gaps;

Amendment 55 #

Draft opinion
Paragraph 3

Amendment 56 #

Ádám KÓSA

Draft opinion
Paragraph 3

Amendment 57 #

Draft opinion
Paragraph 3

3 a. Points out that people with disabilities have special requirements, and thus need appropriate support in order to access Erasmus+ scholarship programmes; calls therefore on the Commission to introduce further measures to grant people with disabilities barrier-free and non- discriminatory access to all scholarship programmes in the framework of Erasmus+;

Amendment 6 #

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility in the context of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability ~~and reduces the skills gap~~, reduces the skills gap and broadens opportunities for involvement of the manufacturing sector, to make it an effective tool for the job market; it is desired that Erasmus + will not diminish those achievements but, rather, amplify them;

Amendment 60 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 3 a (new)

3a. Encourages the Member States to put in place ancillary measures in relation to accommodation and transport, particularly for minors wishing to pursue an apprenticeship abroad or, in the case of school students in vocational secondary education, to study.

Amendment 61 #

Draft opinion
Paragraph 3 a (new)

3 a. Highlights the importance of a common European education space based on a strong mobility component - that includes not only higher education but also VET - that will contribute to the creation and development of a stronger European identity and increased citizenship;

Amendment 62 #

Draft opinion
Paragraph 3 a (new)

3a . Calls on the Commission, the Member States and the agencies to work towards reducing the gap between the training on offer and what actually awaits young people in businesses;

Amendment 63 #

Draft opinion
Paragraph 3 a (new)

3 a. Calls on the Commission, the Member States and the agencies to implement the mobility programmes in the way to ensure the return of trained people to their education institution/enterprise of origin, at least for a defined minimum period;

Amendment 64 #

Patrick LE HYARIC

Draft opinion
Paragraph 3 a (new)

3a. Calls on the Commission, the Member States and the agencies to take account of the job opportunities at host businesses and organisations when selecting mobility programmes in relation to vocational and educational training (VET);

Amendment 65 #

Verónica LOPE FONTAGNÉ

Draft opinion
Paragraph 3 a (new)

3 a. Believes that the EU mobility programmes have a direct impact on beneficiaries’ non-formal and informal learning, ultimately improving their employability and ability to adapt to the job market;

Amendment 66 #

Draft opinion
Paragraph 3 a (new)

3 a. Regrets that the Member States are not providing sufficient financial resources to support mobility programmes;

Amendment 67 #

Dieter-Lebrecht KOCH, Thomas MANN

Draft opinion
Paragraph 3 a (new)

3 a. Recommends the incentivisation of gender equality as a criterion for applications to mobility programmes;

Amendment 68 #

Draft opinion
Paragraph 3 b (new)

3 b. Points out that the integration of asylum seekers, in light of their consistently high numbers, can only be achieved on the basis of education and training; recommends therefore that the Commission investigate in what way asylum seekers with a recognised right of abode can be given the opportunity to participate in Erasmus+ scholarship programmes;

Amendment 69 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 4

4. ~~Urges that the manufacturing~~Recommends greater involvement of the private sector, in~~cluding SMUs, should be more closely involved in the framing~~ the design, elaboration, implementation and ~~funding of~~support of quality VET mobility programmes; ~~believes that flexible~~an ongoing, smooth and constructive dialogue between t~~raining centres and firms will ensure that VET is a succes~~he education sector, employers, workforce and social partners and an exchange of knowledge and best practices under the Key Action 2 will ensure the success of VET mobility; encourages the development of joint VET qualifications that can ensure international recognition of qualifications, foster systematic cooperation and exchange of ideas, as well as address international work standards and requirements;

Amendment 7 #

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes can constitute an essential stage in the courses of European students, enabling them to discover a new culture and learn foreign languages as well as acquire specific university-level knowledge and skills; points out that they have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility in the context of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability and reduces the skills gap;

Amendment 70 #

Draft opinion
Paragraph 4

4. Urges that the manufacturing sector, including SMUs, should be more closely involved in the framing, implementation and funding of VET mobility programmes through the use of tools such as ECVET and the European Qualifications Framework; believes that flexible and constructive dialogue between training centres and firms will ensure that VET is a success, since there are still gaps in the dialogue between the public and private sectors as regards the use of systems for the validation, assessment and classification of skills;

Amendment 71 #

Draft opinion
Paragraph 4

4. Urges that the manufacturing sector, including SMUs, should be more closely involved in the framing, and implementation ~~and funding~~ of VET mobility programmes; considers that SMUs should make sufficient financial resources available for this purpose; acknowledges that SMUs in the EU already dedicate much of their time to VET; believes that flexible and constructive dialogue between training centres and firms will ensure that VET is a success;

Amendment 72 #

Draft opinion
Paragraph 4

4. Urges that the manufacturing sector, including SMUs, should be more closely involved in the framing, implementation and funding of VET mobility programmes; believes that flexible and constructive dialogue between training centres and firms will ensure that VET is a success and facilitate the necessary transition from an Erasmus programme for higher educational skills to a vocational Erasmus programme that will enable skills to be developed effectively and actual jobs to be obtained;

Amendment 73 #

Draft opinion
Paragraph 4

4. Urges that ~~the manufacturing sector, including SMUs,~~, according to the partnership principle, all stakeholders should be more closely involved in the framing, implementation and funding of VET mobility programmes; believes that flexible and constructive dialogue between train~~ing centres and firms will ensure that VET is a succes~~ers, participants, employers, education institutions and job centres can ensure that VET is a success; stresses that VET should however never become or be considered a low-paid workforce substitute for companies;

Amendment 74 #

Draft opinion
Paragraph 4

4. Urges that the manufacturing sector, including SMUs, should be more closely involved in the framing, implementation and funding of VET mobility programmes; believes that flexible and constructive dialogue between training centres and firms will ensure that VET is a success; notes that it is essential to define clearly at a European level the division of responsibilities between training centres and businesses for the training of learners;

Amendment 75 #

Draft opinion
Paragraph 4

4. Urges that the manufacturing sector, including SMUEs, should be more closely involved in the framing, implementation and funding of VET mobility programmes; urges the Commission to develop and co- finance a particular Mobility project for the SMEs employees; believes that flexible and constructive dialogue between training centres and firms will ensure that VET is a success;

Amendment 76 #

Draft opinion
Paragraph 4

4. uUrges that the manufacturing sector, including SMUs and micro-enterprises, should be more closely involved in the framing, implementation and funding of VET mobility programmes~~; believes that~~, with their actual occupational needs being taken into account; believes that only through establishing flexible and constructive dialogue between training centres and firms ~~will~~can it be ensured that VET is a success;

Amendment 77 #

Draft opinion
Paragraph 4

4. Urges that the industrial and craftmanufacturing sector, including SMUs, should be more closely involved in the framing, implementation and funding of VET mobility programmes; believes that flexible and constructive dialogue between training centres and firms will ensure that VET is a success;

Amendment 78 #

Romana TOMC

Draft opinion
Paragraph 4

Amendment 79 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Miapetra KUMPULA-NATRI, Brando BENIFEI, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 4 a (new)

4 a. Welcomes the fact that the foreign language skills of participants in Erasmus+ projects will be enhanced by standardised online language tests and language courses, for example by means of the OLS portal1a; emphasises that the expansion of the programme from July 2015 to include language learning for people in vocational training is a particularly important feature making Erasmus+ more attractive to businesses, in light of the fact that good foreign language skills are essential in working life; considers that the OLS portal should be extended to include all official languages of the EU, instead of just six1b; 1aErasmus Online Linguistic Support. 1bwww.erasmusplusols.eu.

Amendment 8 #

Draft opinion
Paragraph 1

1. ~~Points out~~Affirms that Erasmus+ and other mobility programmes have ~~fostered~~contributed to the European integration and strengthened ~~the idea of~~ citizenship; notes that these programmes have had a~~n indirect~~ positive impact on employment; ~~points out~~states that mobility in the context of vocational education and training (VET) is fundamental to the fight against unemployment, ~~enhances employability and reduces the skills ga~~school drop-out, improving employability, motivating further learning mobility and reducing the skills gap, as it leads to the development of both specific professional skills, as well as of transversal and transferable sets of skills and competencies like critical thinking and entrepreneurship;

Amendment 80 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Miapetra KUMPULA-NATRI, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 4 a (new)

4 a. Stresses the positive results produced by the previous Erasmus programme for young entrepreneurs and the role of VET in promoting an entrepreneurial spirit among young Europeans; hopes therefore for strengthening of European initiatives to support youth entrepreneurship and the creation of innovative start-ups;

Amendment 81 #

Draft opinion
Paragraph 4 a (new)

4 a. Calls on the European Commission to keep track of the demand and supply on the labour market within the European Union, as well as the geographic and occupational mobility, and to collaborate closer with the Members States, business environment and vocational education and training facilities in order to match the needs of the labour market;

Amendment 82 #

Draft opinion
Paragraph 4 a (new)

4a. Calls on the Commission to put in place a communications strategy aimed at both training centres and businesses;

Amendment 83 #

Draft opinion
Paragraph 4 a (new)

4 a. Underlines the importance of the mobility retraining programmes for unemployed people of all ages or people threaten by restructuring measures;

Amendment 84 #

Draft opinion
Paragraph 4 a (new)

4a. Notes that participation in this programme by the industrial and craft manufacturing sector will require the value of that sector and indeed the value of apprenticeship to be reappraised, these having been neglected in favour of the tertiary sector and the pathway through bachelor's, master's and doctoral degrees;

Amendment 85 #

Draft opinion
Paragraph 4 b (new)

4b. Calls on the Commission to make efforts to reduce the administrative burdens on businesses and on SMUs especially in relation to their training policies, so that more young people can benefit from vocational training arrangements;

Amendment 86 #

Inês Cristina ZUBER, Neoklis SYLIKIOTIS, Tania GONZÁLEZ PEÑAS, Paloma LÓPEZ BERMEJO, Lynn BOYLAN

Draft opinion
Paragraph 5

~~5. Welcomes the tools developed by the Commission, such as Ploteus and Eures, which offer information about VET and mobility, but deplores the fact that they are little known and little used;~~deleted

Amendment 87 #

Draft opinion
Paragraph 5

5. ~~Welcomes~~Points out that the tools developed by the Commission, such as Ploteus and Eures, which offer information about VET and mobility~~, but deplores the fact that they are little known and little used~~; notes, however, that mobility cannot be understood as a solution to the problems of unemployment and should not be promoted as a policy in substitution of the responsibility of the Member States to invest in education, training and the creation of employment, ensuring that mobility is a personal choice and not a ‘survival solution’ for citizens;

Amendment 88 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Elena GENTILE, Georgi PIRINSKI, Marita ULVSKOG

Draft opinion
Paragraph 5

5. Welcomes the tools developed by the Commission, such as Ploteus and Eures, which ~~offer information about VET and mobility, but deplores the fact that they are little known and little us~~facilitate the mobility of labour within the 28 Member States of the EU, Switzerland, Iceland, Liechtenstein and Norway and which both offer information about VET and mobility, but deplores the fact that they are little known and little used; calls upon the Member States and public employment bodies to publicise their existence and usefulness to a greater degree, so that the goal of mobility may be achieved;

Amendment 89 #

Draft opinion
Paragraph 5

5. ~~Welcomes the~~Supports tools developed by the European Commission, such as ~~Ploteus and Eures, which offer~~European Qualifications Framework (EQF), Europass, EURES and the Learning Opportunities and Qualifications in Europe platform, that provide information about ~~VET~~training and mobility in VET, but ~~deplo~~regrets the ~~fact that they are little known and little used~~ir under-utilisation of some of these tools and lack of awareness, and calls for a strengthened implementation, especially in the case of ECVET;

Amendment 9 #

Draft opinion
Paragraph 1

1. Points out that Erasmus and other mobility programmes have fostered European integration and strengthened the idea of citizenship; notes that these programmes have had an indirect impact on employment; points out that mobility ~~in the context of vocational education and training (VET) is fundamental to the fight against unemployment, enhances employability and reduces the skills gap~~enables both skills and the global working culture to be enhanced through making comparisons between oneself and others in an international context and , enhances employability when the student returns to his or her home country ;

Amendment 90 #

Draft opinion
Paragraph 5

5. Welcomes the tools developed by the Commission, such as Ploteus and Eures, which offer information about VET and mobility, but deplores the fact that they are little known and little used; calls therefore for these tools to be implemented so that they constitute a genuine opportunity to find a new job or study placement, rather than merely being a last resort for citizens faced with a lack of prospects in their own country;

Amendment 91 #

Draft opinion
Paragraph 5

5. Welcomes the tools developed by the Commission, such as Ploteus and Eures, which offer information about VET and mobility, but deplores the fact that they are little known and little used; believes that the involvement of the manufacturing sector in designing and updating these tools would give them added value;

Amendment 92 #

Draft opinion
Paragraph 5

5. Welcomes the tools developed by the Commission, such as Ploteus and Eures, which offer information about VET and mobility and enable necessary and beneficial support to be provided to young people who wish to benefit from a period of mobility, but deplores the fact that they are little known and little used;

Amendment 93 #

Draft opinion
Paragraph 5

Amendment 94 #

Tomáš ZDECHOVSKÝ

Draft opinion
Paragraph 5

5. Welcomes the tools developed by the Commission, such as Ploteus and Eures, which offer information about VET and mobility, but deplores the fact that they are ~~little~~not enough known and ~~little~~ used;

Amendment 95 #

Draft opinion
Paragraph 5 a (new)

5a. Stresses the fact that there are 20 cross-border EURES partnerships, which assist nearly 600,000 workers in border regions who live in their native countries and work in another EU country, helping them overcome administrative, legal and organisational problems with regard to searching for work and cross-border hiring; stresses the importance of these partnerships for encouraging mobility in cross-border regions; encourages Member States to support these partnerships and to promote them more, especially among young people;

Amendment 96 #

Draft opinion
Paragraph 5 a (new)

5 a. Considers that there is room for general improvement within the framework of Erasmus+ with regard to support for people with disabilities; considers that there is a need for greater financial flexibility with regard to projects involving people with disabilities; considers it worthwhile to appoint so- called coaches for such projects within national agencies, said coaches serving to advise organisers and institutions on the best possible use of funding;

Amendment 97 #

Draft opinion
Paragraph 5 a (new)

5 a. Studying the formulas for contribution to the funding of these programmes according to the characteristics of companies. The manufacturing sector could get more involved with a greater financial commitment and supplement the allowance received by individuals participating in these programmes;

Amendment 98 #

Draft opinion
Paragraph 5 a (new)

5 a. Calls on the Commission and the Member States, in response to the demands of the labour market, to publicise and raise awareness of the Erasmus+ programme and other tools aimed at promoting mobility in VET, and of the Ploteus and Eures portals, in particular among SMUs;

Amendment 99 #

Patrick LE HYARIC

Draft opinion
Paragraph 5 a (new)

5a. Urges that increased resources be allocated to information tools about mobility in vocational education and training, so as to improve their effectiveness and allow the maximum number of people to benefit from these opportunities;

source: 571.689

2015/12/07 CULT 221 amendments...

Amendment 1 #

Ilhan KYUCHYUK, Jana TOOM

Motion for a resolution
Citation 2 a (new)

- having regard to the Copenhagen Declaration of 30 November 2002 on enhanced cooperation in the European vocational education and training,

Amendment 10 #

Motion for a resolution
Recital A

A. whereas learning mobility and training mobility have ~~repeated~~clearly proven their potential to contribute to high-quality education and employability, particularly in the context of successive European Union programmes in the field of education and training;

Amendment 100 #

Motion for a resolution
Paragraph 8

8. Stresses the role of educational systems in better equipping students with both academic and transversal skills, and thereby ~~enhancing their aptitude to match~~positively influent their self- confidence and facilitate their sustainable integration to the labour market ~~needs~~;

Amendment 101 #

Motion for a resolution
Paragraph 8

Amendment 102 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Damian DRĂGHICI, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 8 a (new)

8a. Notes the numerous benefits of transnational placement opportunities for VET institutions including making them more attractive for students, giving the possibility to increase cooperation among partners from different EU countries as well as helping to improve linguistic and intercultural skills of their staff and students;

Amendment 103 #

Motion for a resolution
Paragraph 8 a (new)

8a. Calls on the EU and Member States to adopt all necessary measures to ensure a successful implementation of circular economy with a view to extensively widen job opportunities in zero waste cycle, zero carbon energy, fair trade and digital infrastructures; calls in this regard to adapt plans, programmes and policies in VET systems;

Amendment 104 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Sylvie GUILLAUME, Marlene MIZZI, Damian DRĂGHICI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 8 a (new)

8a. Notes that mobility programmes should primarily serve as a tool to enrich one's curriculum when specific educational opportunities are missing in home institution or country; therefore the added value of such an experience should be an important factor in selecting a host institution, whereas participants of the mobility should be advised and steered by their sending institution as to the choice of educational opportunities / professional experience notes that a verification of the adequacy of mobility programmes is also needed ex post;

Amendment 105 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Marlene MIZZI, Damian DRĂGHICI, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 8 b (new)

8b. Encourages a holistic approach to VET and apprenticeships, leading to enhanced personal development, and gaining employability skills and occupational competences, as well as encouraging the promotion of vocational education as an equivalent and valid option to academic education;

Amendment 106 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Giorgos GRAMMATIKAKIS, Sylvie GUILLAUME, Marlene MIZZI, Damian DRĂGHICI, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 8 c (new)

8c. Encourages flexible pathways between VET, general education and higher education, as well as strengthening tertiary VET as a means to address social inclusion, increase participation in higher education, and promote student success;

Amendment 107 #

Motion for a resolution
Paragraph 8 d (new)

8d. Encourages a more complete and effective integration of practical skills and knowledge with traditional academic programmes of higher learning;

Amendment 108 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Marlene MIZZI, Damian DRĂGHICI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 8 e (new)

8e. Notes that improving the quality in VET, in cooperation with social partners and public employment services, through enhanced practical education and apprenticeships, is necessary to meet the labour market needs and societal demands and should facilitate mobility in the lifelong learning process;

Amendment 109 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Giorgos GRAMMATIKAKIS, Sylvie GUILLAUME, Marlene MIZZI, Damian DRĂGHICI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 8 f (new)

8f. Underlines the benefits of a dual system of vocational education and training as an important part of general education, and aimed at reducing youth unemployment and linking vocational training to current and future labour market needs;

Amendment 11 #

Motion for a resolution
Recital A a (new)

Aa. whereas on 2002 the European Ministers of Vocational Education and Training launched the so-called "Copenhagen process" to enhance European cooperation in this field with the aim to improve the performance, quality and attractiveness of VET in Europe;

Amendment 110 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Marlene MIZZI, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 8 g (new)

8g. Supports the development of modern technologies and infrastructures in strengthening and modernising national vocational education systems to improve the access and quality of mobility;

Amendment 111 #

Andrea BOCSKOR

Motion for a resolution
Paragraph 8 a (new)

8a. Highlights the importance of exchange of best practices and innovative ideas, moreover the development and delivery of new vocational teaching and training materials and cooperation between different sectors to share knowledge;

Amendment 112 #

Motion for a resolution
Paragraph 9

9. Encourages the creation of a framework that identifies as clearly and precisely as possible the mobility options for young people in VET, mainly through cross- platform campaigns launched by public authorities, with the coordinated participation of all stakeholders who play an active role in, and have an influence on, VET; stresses that, prior to the launch of those campaigns, information should be provided to young people on the career prospects that VET can open up, placing the focus on sectors that are hiring, in particular in rural areas where demand is extremely high, so that students can choose their training pathways on the basis of the job prospects actually on offer;

Amendment 113 #

Motion for a resolution
Paragraph 9

9. Encourages the creation of a framework that identifies as clearly effectively and precisely as possible the mobility options for every young pe~~ople~~rson individually in VET, mainly through cross- platform campaigns launched by public authorities, with the coordinated participation of all stakeholders who play an active role in, and have an influence on, VET;

Amendment 114 #

Angel DZHAMBAZKI, Andrew LEWER, Emma McCLARKIN, Zdzisław KRASNODĘBSKI

Motion for a resolution
Paragraph 9

9. Encourages the creation of a framework, along the lines of the previous Leonardo da Vinci programme which should be referred to in the dedicated Erasmus + calls, that identifies as clearly and precisely as possible the mobility options for young people in VET, mainly through cross- platform campaigns launched by public authorities, with the coordinated participation of all stakeholders who play an active role in, and have an influence on, VET;

Amendment 115 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Giorgos GRAMMATIKAKIS, Sylvie GUILLAUME, Marlene MIZZI, Damian DRĂGHICI, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 9 a (new)

9a. Calls to improve the access to high quality information on VET possibilities for young people and businesses via available and targeted specialised guidance and counselling services;

Amendment 116 #

Motion for a resolution
Paragraph 9 a (new)

9a. Underlines that even short periods of mobility in VET can be profitable for individuals and society and therefore encourages their implementation;

Amendment 117 #

Motion for a resolution
Paragraph 10

~~10. Asks for complementary measures between the European Social Fund (ESF) and Erasmus+, and good coordination of all actions at all levels – national, regional and local planning;~~deleted

Amendment 118 #

Motion for a resolution
Paragraph 10 a (new)

10. Reiterates the need for measures to ensure coordination, complementarity and consistency between structural funds such as the European Social Fund (ESF) and programmes such as Erasmus+ at national, regional and local level;

Amendment 119 #

Motion for a resolution
Paragraph 10

10. Asks for complementary measures between the European Social Fund (ESF) and Erasmus+, and good coordination of all actions at all levels – national, regional and local planning, and calls on the Commission make sure that EU funding is disbursed to Member States and regional and local authorities in good time, as there have been major delays in payments;

Amendment 12 #

Motion for a resolution
Recital A a (new)

Aa. whereas mobility is considered to be important for personal development, enhances youth´s social inclusion, multicultural dialogue, tolerance, the ability of youth to work in an intercultural environment and active citizenship; The participation in mobility schemes is also particularly valuable in developing language skills and social capital /network and connections/;

Amendment 120 #

Motion for a resolution
Paragraph 10

10. Asks for better synergies between EU policies and instruments impacting on mobility and education, in particular for complementary measures between the European Social Fund (ESF) and Erasmus+, a~~nd good~~s well as for greater coordination of all actions at all levels – national, regional and local planning;

Amendment 121 #

Motion for a resolution
Paragraph 11

11. Underlines the need to compensate for the obstacles that derive from the lower socioeconomic status of students in VET through measures such as a possible increase in the amounts of individual grants from the Commission, or an increase in the contributions made by Member States and regional and local administrations, intermediate institutions or NGOs, whether funded from their own budgets or via partnership schemes involving businesses, foundations and organisations that collaborate in the system of qualification and vocational training in their region or territoryproblem of participating in mobility programmes for students in VET from lower socioeconomic situations and suggests that measure should be taken, in cooperation with Member States, to tackle this problem;

Amendment 122 #

Motion for a resolution
Paragraph 11

11. Underlines the need to compensate for the obstacles that derive from the lower socioeconomic status of students in VET and European Voluntary Service (EVS) participants through measures such as a possible increase in the amounts of individual grants from the Commission, or an increase in the contributions made by Member States and regional and local administrations, intermediate institutions or NGOs, whether funded from their own budgets or via partnership schemes involving businesses, foundations and organisations that collaborate in the system of qualification and vocational training in their region or territory;

Amendment 123 #

Motion for a resolution
Paragraph 11

11. Underlines the need to compensate for the obstacles that derive from the lower socioeconomic status of ~~student~~learners in VET through measures such as the introduction of a guaranteed minimum income, a possible increase in the amounts of individual grants from the Commission, or an increase in the contributions made by Member States and regional and local administrations, intermediate institutions or NGOs, whether funded from their own budgets or via partnership schemes involving businesses, foundations and organisations that collaborate in the system of qualification and vocational training in their region or territory;

Amendment 124 #

Motion for a resolution
Paragraph 11

11. Underlines the need to compensate for the obstacles that derive from the lower socioeconomic status of students in VET through measures such as a possible increase in the amounts of individual grants from the Commission, or an increase in the contributions made by Member States and regional and local administrations, intermediate institutions or NGOs, whether funded from their own budgets or via partnership schemes involving businesses, foundations and organisations that collaborate in the system of qualification and vocational training in their region or territory; maintains that priority should be given to making better use of the funding already available, in order to avoid duplication and waste;

Amendment 125 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Sylvie GUILLAUME, Giorgos GRAMMATIKAKIS, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 11

11. Underlines the need to compensate for the obstacles that derive from the lower socioeconomic status of students in VET through measures such as a possible increase in the amounts of individual grants from the Commission, or an increase in the contributions made by Member States and regional and local administrations, intermediate institutions or NGOs, whether funded from their own budgets or viaalso by mean of establishing or strengthening partnership schemes involving businesses, foundations and organisations that collaborate in the system of qualification and vocational training in their region or territory;

Amendment 126 #

Motion for a resolution
Paragraph 11 a (new)

11a. Advocates allowing mobile students to combine studies abroad with a study- related placement, thereby providing additional financial assistance abroad and enhancing the connections between higher education and the work environment;

Amendment 127 #

Motion for a resolution
Paragraph 11 a (new)

11a. Stresses that actions should be coordinated and new funding used in such a way as to build on the work of training centres and intermediate bodies representing firms and that resource allocation should factor in the time spent by such bodies on administrative, logistical and educational management and on end-of-project assessment activities;

Amendment 128 #

Motion for a resolution
Paragraph 11 a (new)

11a. Asks the European Commission and the Member States to put in place schemes that reduce linguistic and cultural barriers in the organisation of mobility programmes; considers that those schemes should be able to assess implementation progress; stresses that action schemes should, in particular, support the learning of basic elements of the language of the host country, design a basic training model that informs about the key features of the business and working culture of the destination country, and promote and provide specific programmes for the training of teaching staff, concerning mobility management by the training centres;

Amendment 129 #

Motion for a resolution
Paragraph 11 a (new)

11a. Stresses the need to ensure equal opportunity access regardless of age, socioeconomic background and gender to all mobility programmes in VET;

Amendment 13 #

Motion for a resolution
Recital A b (new)

Ab. whereas the Copenhagen process is based on mutually agreed priorities that are periodically revised seeking, amongst its goals, to facilitate mobility and promote the use of various vocational training opportunities within the lifelong learning context;

Amendment 130 #

Motion for a resolution
Paragraph 11 a (new)

11a. Calls on the Commission, the Member States and the agencies to take into consideration 'brain drain' factor and to implement the mobility programmes in the way to ensure the return of trained people to their education institution or enterprise of origin, at least for a defined minimum period;

Amendment 131 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Marlene MIZZI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 11 b (new)

11b. Promotes the exchange of best practices and political guidelines involving the improvement and benefits of international mobility in VET and apprenticeships, which also contribute to advancing educational research for practical vocational application, as well as improving vocational training practices in companies;

Amendment 132 #

Motion for a resolution
Paragraph 11 b (new)

11b. urges the Commission to develop and co-finance a particular Mobility project for the SMEs employees;

Amendment 133 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Giorgos GRAMMATIKAKIS, Ernest MARAGALL, Sylvie GUILLAUME, Damian DRĂGHICI, Momchil NEKOV, Marlene MIZZI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 11 c (new)

11c. Acknowledges the importance of European Alliance for Apprenticeships to improve the quality and availability of apprenticeships in the EU, and ask the European Commission to give its financial support and strategic priority to encourage all related stakeholders to improve conditions for apprenticeships;

Amendment 134 #

Motion for a resolution
Paragraph 11 a (new) (after subheading ´From mobility to employability´

11a. Underlines that acquiring new diverse and creative ideas abroad may motivate and boost entrepreneurship and creativity; Stresses that the opportunities that learning and training mobility offers - as for instance building international networks may also have positive effects on employability, transnational cooperation and Europe´s competitiveness;

Amendment 135 #

Motion for a resolution
Paragraph 12

12. Notes that current ~~and future~~ measures to tackle skills mismatches should ~~both facilitate the involvement of employers, businesses and local communities, and be better connected with forecasts concerning labour market developm~~prioritise strategic areas such as zero carbon energy, sustainable mobility, life technologies, innovative technologies for the enhancement of cultural heritage and information and communication technologies; strongly believes that the EU and Member States should deliver an effective strategy aimed at matching currents and future ~~skill need~~circular economy job opportunities and VET systems;

Amendment 136 #

Motion for a resolution
Paragraph 12

12. Notes that current and future measures to tackle skills mismatches should both facilitate the involvement of employers, businesses, social enterprises and local communities, and be better connected with forecasts concerning labour market developments and future skill needs;

Amendment 137 #

Andrea BOCSKOR

Motion for a resolution
Paragraph 12

12. Notes that current and future measures to tackle skills mismatches should both facilitate the involvement of employers, businesses, educational actors and local communities, and be better connected with forecasts concerning labour market developments and future skill needs;

Amendment 138 #

Motion for a resolution
Paragraph 12

12. Notes that cfur~~rent and future measures~~ther emphasis should be put on innovation and the development of new academic and professional skills so to tackle skills mismatches ~~should both~~and thus facilitate the involvement of employers, businesses and local communities, ~~and be better connected with forecasts concern~~in forecasting labour market developments and future skill needs;

Amendment 139 #

Motion for a resolution
Paragraph 12 a (new)

12a. Highlights that there is a positive association between learning mobility and future mobility and earnings as EU and international mobility programmes enhance participants´ employability abroad (European Commission - Joint research centre 2013); stresses that apprenticeships and traineeships abroad improve participants´ language skills /79%/ according to Eurobarometer (2013);

Amendment 14 #

Motion for a resolution
Recital B

B. whereas non-formal and informal learning have an important contribution to make in tackling current challenges in lifelong learning, such as early-school leaving, unacceptable numbers of young people not in education, employment or training (NEET) and skills shortages and mismatches, as well as the administrative and financial problems faced by firms wishing to offer apprenticeships to young people; points out that labour shortages are a particular problem in the arts and craft sectors which are of key importance for the EU economy and for bolstering the international reputation of European know-how;

Amendment 140 #

Motion for a resolution
Paragraph 12 a (new)

12a. Encourages, furthermore, the strengthening of 'dual education’ systems in all upper secondary school courses and calls for support for digital teaching and learning platforms to be stepped up;

Amendment 141 #

Motion for a resolution
Paragraph 12 a (new)

12a. Underlines the importance of the mobility re-training programmes for unemployed people of all ages or people threaten by restructuring measures;

Amendment 142 #

Motion for a resolution
Paragraph 13

13. Draws attention to the diversity and uneven development of validation and recognition systems between Member States, despite growing convergence in the last decade; stresses the need to facilitate the validation and recognition of skills and competences acquired in companies or training centres in different Member States; encourages the definition of a European standard that is acceptable and implementable at all levels (national, regional and local) and that attests to the preparation, skills and competences acquired, in order to avoid discrimination; recommends that all sectors concerned be informed of the validation of this possible future standard;

Amendment 143 #

Motion for a resolution
Paragraph 13

13. Draws attention to the diversity and uneven development of validation and recognition systems between Member States, despite growing convergence in the last decade; stresses the need to facilitate the validation and recognition of skills and competences acquired in companies or training centres in different Member States by means of a clear comparative table of equivalences and skills which takes account of the specific characteristics of training in each State, local education systems and the duration of studies, in order to avoid any recognition which results in fresh disparities in practice;

Amendment 144 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Giorgos GRAMMATIKAKIS, Sylvie GUILLAUME, Damian DRĂGHICI, Marlene MIZZI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 13

13. Draws attention to the diversity and uneven development of validation and recognition systems between Member States, despite growing convergence in the last decade; stresses the need to facilitate the validation and recognition of skills and competences acquired in companies or training centres in different Member States; calls on Member States to improve the implementation of the European Qualifications Framework (2008/C111/01) and remove barriers; calls on the Commission, the Parliament and the Council to strengthen the instrument from currently a recommendation to a legally stronger basis as any non- recognition of competences negatively impacts on the EU2020 target of Employment Rates and hinders free movement as enshrined in the Treaties;

Amendment 145 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 13

13. Draws attention to the diversity and uneven development of validation and recognition systems between Member States, despite growing convergence in the last decade; stresses the need to increase the compatibility between the different vocational education and training systems and to facilitate the validation and recognition of skills and competences acquired in companies or training centres in different Member States;

Amendment 146 #

Andrea BOCSKOR

Motion for a resolution
Paragraph 14

14. Encourages further measures to promote the recognition and validation of learning outcomes, including those developed through non-formal and informal learning, particularly through better use of existing tools such as Europass CV, European Skills Passport, Entrepreneurial Skills Pass, EQAVET, ESCO, ECTS and ECVET;

Amendment 147 #

Motion for a resolution
Paragraph 14 a (new)

14a. Enhances mobility in employment, education, apprenticeships and traineeships in national European Youth Guarantee Schemes in order to improve the skills of young people, as well as reduce the geographical skills mismatch in the EU;

Amendment 148 #

Motion for a resolution
Paragraph 14 a (new)

14a. Urges to translate in all official languages of the European Union the EU Skills Panorama website in order to make it a source of information accessible for all on skills needed throughout Europe;

Amendment 149 #

Ilhan KYUCHYUK, Krystyna ŁYBACKA, Jana TOOM

Motion for a resolution
Paragraph 14 a (new)

14a. Emphasises the contribution of traineeships and apprenticeships in equipping young people with the necessary skills to obtain and retain employment;

Amendment 15 #

Motion for a resolution
Recital B

B. whereas non-formal ~~and~~, informal learning and vocational training have an important contribution to make in tackling current challenges in lifelong learning, such as early-school leaving, unacceptable numbers of young people not in education, employment or training (NEET) and skills shortages and mismatches;

Amendment 150 #

Motion for a resolution
Paragraph 14 a (new)

14a. Notes the progress that have been achieved towards ensuring higher VET´s quality in many Member States, supported by European quality assurance reference framework for Vocational education and training (EQAVET) and encourages those Member States that are currently in the process of developing a national quality assurance approach in accordance to EQAVET; stresses that Member States should put more efforts in order to ensure that quality assurance arrangements take greater account of learning outcomes and that they value and support non-formal learning and work-based learning in either formal or non-formal settings, as appropriate to the national context;

Amendment 151 #

Motion for a resolution
Paragraph 14 b (new)

14b. Calls for a targeted approach aimed at improving the effectiveness and knowledge of tools developed by the Commission which offer information about VET and mobility, such as Ploteus and Eures, given the fact that they are little known and little used;

Amendment 152 #

Ilhan KYUCHYUK, Jana TOOM

Motion for a resolution
Paragraph 14 b (new)

14b. Acknowledges that the success of apprenticeship programmes, in particular their value to youth and their attractiveness to employers, lies in their quality and their appropriate adaptation to individual and local specificities; Calls, in this regard, for the widening of the apprenticeships' coverage of multiple sectors and occupations with the active involvement of employers and trade unions in order to ensure that apprenticeships are offered where there is a demand;

Amendment 153 #

Motion for a resolution
Paragraph 14 c (new)

14c. Notes that apprenticeship systems often impose eligibility restrictions in terms of age or educational qualifications witch may exclude disadvantaged youth and other groups; welcomes the efforts of some Member States to deliver more inclusive apprenticeship systems by, for instance, offering subsidies to employers hiring workers from vulnerable groups and encourages further actions to be carried out in order to eliminate the existing restrictions;

Amendment 154 #

Motion for a resolution
Paragraph 14 d (new)

14d. Underlines that apprenticeship programs should be conducted under the guidance of a competent supervisor;

Amendment 155 #

Motion for a resolution
Paragraph 15

15. Calls on the Commission and the Member States to define and strengthen the role of intermediary institutions – both territorial and sectoral – involved in the preparation, management and follow-up of mobility, and to assist in the setting-up of such institutions at national, regional and local level; observes that, if these institutions are established, they must also make arrangements to prevent a brain drain, so that mobility generates genuine economic and social added value for Member States which invest considerable human and financial resources in it, but also for the students concerned who, in many cases, wish to put to use in their place of origin the know-how that they have gained abroad, but do not have the necessary information or encouragement to do so;

Amendment 156 #

Motion for a resolution
Paragraph 15

15. Calls on the Commission and the Member States to ~~define and strengthen the role of~~analyse the possibility of introducing intermediary institutions – both territorial and sectoral – involved in the preparation, management and follow- up of mobility, ~~and to assist in the setting-up of such institutions at national, regional and local level~~taking into account the budgetary impact that this may imply and the suggestion that these institutions could guarantee the involvement of the network of vocational training schools;

Amendment 157 #

Motion for a resolution
Paragraph 15

15. Calls on the Commission and the Member States, also in collaboration with CEDEFOP, to define and strengthen the role of intermediary institutions – both territorial and sectoral – involved in the preparation, management and follow-up of mobility, and to assist in the setting-up of such institutions at national, regional and local level;

Amendment 158 #

Motion for a resolution
Paragraph 15

15. Calls on the Commission and the Member States ~~to define and~~ strengthen the role of intermediary institutions – both territorial and sectoral – involved in the preparation, management and follow-up of mobility~~, and to assist in the setting-up of such institutions at national, regional and local level~~;

Amendment 159 #

Motion for a resolution
Paragraph 15

15. Calls on the Commission and the Member States to define and strengthen the role of intermediary institutions while demanding the outmost transparency of these – both territorial and sectoral – involved in the preparation, management and follow-up of mobility, and to assist in the setting-up of such institutions at national, regional and local level;

Amendment 16 #

Motion for a resolution
Recital B

B. whereas non-formal and informal learning have ~~an important~~made a contribution ~~to make~~ in tackling current challenges in lifelong learning, such as early-school leaving, unacceptable numbers of young people not in education, employment or training (NEET) and skills shortages and mismatches;

Amendment 160 #

Motion for a resolution
Paragraph 15 a (new)

15a. Stresses the need for legal protection of minors abroad;

Amendment 161 #

Motion for a resolution
Paragraph 16

Amendment 162 #

Motion for a resolution
Paragraph 16

16. Stresses the need for such intermediary institutions with adequate budgetary and human resources to enable mobility organisation and management structures to guarantee the involvement of the network of vocational training schools, and to have the power and capacity to establish operational alliances and agreements with potential partners both at home and among the participating states in mobility programmes; considers that the equivalent regions or administrative entities remain the most appropriate structures to manage vocational training and apprenticeships, and encourages them to administer this field responsibly, in close cooperation not only with SMEs but also with schools and chambers of commerce and industry;

Amendment 163 #

Motion for a resolution
Paragraph 16

16. Stresses th~~e need for~~at such intermediary institutions ~~with adequate budgetary and human resources to enable mobility organisation and management structur~~should have operational capabilities to guarantee the involvement of the network of vocational training schools, and to ~~have the power and capacity to~~ establish operational alliances and agreements with potential partners both at home and among the participating states in mobility programmes;

Amendment 164 #

Motion for a resolution
Paragraph 16 a (new)

16a. Welcomes the 40% budget increase in 2016 for the Erasmus+ programme compared to current spending levels, thus enhancing the capacity and outreach of the programme;

Amendment 165 #

Motion for a resolution
Paragraph 16 a (new)

16a. Urges the Commission to examine Erasmus+ application deadlines and approval periods; calls for particular attention to be given prolonged periods of residence abroad, given their enhanced educational value;

Amendment 166 #

Motion for a resolution
Paragraph 16 a (new)

16a. Emphasises that mobility actions and/ or services adapted to trainers, tutors and entrepreneurs' needs should be encouraged and highlighted within ERASMUS+;

Amendment 167 #

Motion for a resolution
Paragraph 16 b (new)

16b. Points out that coherent, complementary and well-coordinated co funding schemes at European, national, regional and local level are necessary in order to enable training centres to cover the total range of costs and to plan and implement permanent actions;

Amendment 168 #

Motion for a resolution
Paragraph 17

17. ~~Encourages~~Affirms the need, when dealing with the issue of mobility and education, to keep a gender perspective and to take into account the needs of people suffering from multiple forms of discrimination, including people with disabilities, people identifying as LGBTI and people coming from marginalised communities; encourages in this view further measures to facilitate access by disadvantaged groups and people with special needs to Erasmus+ mobility actions;

Amendment 169 #

Motion for a resolution
Paragraph 17

17. Encourages further measures to facilitate access by disadvantaged groups and people with special needs to Erasmus+ mobility actions; stresses in particular the special needs of people with disabilities, who should receive extra assistance in order to maximise their integration into social and economic life;

Amendment 17 #

Motion for a resolution
Recital B a (new)

Ba. whereas the new labour market requirements call for a command of digital skills already at the learning and training stage;

Amendment 170 #

Motion for a resolution
Paragraph 17

17. Encourages further measures to facilitate access by disadvantaged groups and people with special needs to Erasmus+ mobility actions; stresses therefore the need for a diversified and customized range of mobility options in training for people coming from immigrant backgrounds and economically disadvantaged families, or for learners from remote regions;

Amendment 171 #

Motion for a resolution
Paragraph 17

17. Encourages further measures to facilitate access by disadvantaged groups and people with special needs to Erasmus+ mobility actions, including students from non-member countries and young people on a low income;

Amendment 172 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Momchil NEKOV, Damian DRĂGHICI, Marlene MIZZI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 17

17. Encourages further measures to facilitate access by disadvantaged groups and people with special needs to Erasmus+ mobility actions and to create more flexible and individualised training and learning pathways adapted to people with disabilities;

Amendment 173 #

Motion for a resolution
Paragraph 17

17. ~~Encourages further measures to facilitate~~Calls for the adoption of adequate measures to guarantee equal access byof disadvantaged groups and people with special needs to Erasmus+ mobility actions;

Amendment 174 #

Motion for a resolution
Paragraph 17 a (new)

17a. Welcomes the fact that Erasmus + has significantly expanded the number of beneficiaries of Vocational Education and Training (VET) programmes to those young persons who do not go to university or college;

Amendment 175 #

Motion for a resolution
Paragraph 18

18. Supports all accompanying measures first of all to assist apprentices in their wish to go abroad and later to help them better communicate their acquired skills through mobility, and develop their self- assertiveness in order to make the richness of their experience visible and worthwhile; considers it necessary, in advance, to ensure full acquisition of basic knowledge by vocational training students or apprentices, who, in too many cases, have been guided in the direction of Vocational Education and Training because they were early school-leavers; stresses that it is also necessary, in conjunction with the teaching of basic knowledge, to upgrade the status of vocational careers, which should no longer be regarded as sidings into which people are shunted but appreciated for the technical know-how that they entail and their social and economic utility;

Amendment 176 #

Motion for a resolution
Paragraph 18

18. Supports all accompanying measures first of all to assist and encourage apprentices in their wish to go abroad and later to help them better communicate their acquired skills through mobility, and develop their self- assertiveness in order to make the richness of their experience visible and worthwhile;

Amendment 177 #

Motion for a resolution
Paragraph 18

Amendment 178 #

Motion for a resolution
Paragraph 18

18. Supports all necessary accompanying measures first of all to assist apprentices in their wish to ~~go abroad~~take part in mobility programmes and later to help them better communicate their acquired skills through mobility, and develop their self- assertiveness in order to make the richness of their experience visible and worthwhile;

Amendment 179 #

Motion for a resolution
Paragraph 18

Amendment 18 #

Motion for a resolution
Recital C

C. whereas recent socio-economic developments accentuate the need to make lifelong learning and vocational education and training (VET) systems not only more efficient, but also more accessible and inclusive with respect to disadvantaged groups and people with special needs, in particular people with disabilities, whose social and economic inclusion depends to a large extent on their inclusion in the labour market;

Amendment 180 #

Motion for a resolution
Paragraph 18 a (new)

18a. Notes it is of high importance to give the 'possibility to fund the mobility of at least one accompanying person for all group mobility;

Amendment 181 #

Motion for a resolution
Paragraph 18 b (new)

18b. Points out that learning outcomes of the apprenticeship should be designed and discussed with the apprenticeship in line with ECVET principles before the apprenticeship starts its training and these should be listed up in the Certificate Supplement after finishing the training;

Amendment 182 #

Motion for a resolution
Paragraph 19

19. Emphasises the importance of quality teacher training and of monitoring, evaluation and quality assurance in the field, and the need ~~to encourage inclusiveness and tolerance in mobility programm~~for vocational training, like general education, to include civic education, which is vital for the integration of all into the life of society and the assimilation of European values;

Amendment 183 #

Francisco de Paula GAMBUS MILLET

Motion for a resolution
Paragraph 19

19. Emphasises the importance of quality t~~eacher training~~raining for teachers and for all the staff involved in the implementation of the Erasmus+ programme, and of monitoring, evaluation and quality assurance in the field, and the need to encourage inclusiveness and tolerance in mobility programmes;

Amendment 184 #

Motion for a resolution
Paragraph 19

19. Emphasises the importance of quality teacher training, of lifelong learning and of monitoring, evaluation and quality assurance in the field, and the need to encourage inclusiveness and tolerance in mobility programmes;

Amendment 185 #

Motion for a resolution
Paragraph 20

20. Emphasises the need, at all levels, for good communication vis-à-vis entrepreneurs to have them on board for further recognition of the experienced acquired by the young people taking advantage of mobility schemes; stresses that one of the aims of mobility for training purposes is to create job opportunities for young people, to reduce the unemployment rate in Europe and to contribute to economic growth; would like to see, therefore, improved dialogue between the parliamentary Committee on Culture and Education (CULT) and the Committee on Employment and Social Affairs (EMPL) in the management of this issue and the relevant debates;

Amendment 186 #

Motion for a resolution
Paragraph 20

20. Emphasises the need, at all levels, ~~for good communication vis-à-vis entrepreneurs to have them on board~~ to centralise information and data on mobility programmes in order to provide a practical and effective service to all those who wish to obtain information; calls therefore f~~urther recognition of the experienced acquired by the young people taking advantage of mobility schemes~~or the creation of a one-stop shop in order to create contacts among candidates, training centres, chambers of commerce and industry, chambers of skilled and craft trades, chambers of agriculture and undertakings, and enable them to communicate with one another;

Amendment 187 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 20

20. Emphasises the need, at all levels, for good communication vis-à-vis entrepreneurs to have them on board for further recognition of the experienced acquired by the young people taking advantage of mobility schemes; recalls furthermore that, unfortunately, many SMEs which wish to train or recruit one or more apprentices are often discouraged by the administrative and financial constraints attached to this status; insists therefore that the associated procedures, at local, regional and national level, be simplified in order to facilitate links between vocational training students who are seeking apprenticeships and undertakings;

Amendment 188 #

Motion for a resolution
Paragraph 20

20. Emphasises the quality of placements to enable students to acquire desirable professional skills, in addition to highlighting the need, at all levels, for good communication vis-à-vis entrepreneurs to have them on board for further recognition of the experienced acquired by the young people taking advantage of mobility schemes;

Amendment 189 #

Francisco de Paula GAMBUS MILLET

Motion for a resolution
Paragraph 20 a (new)

20a. Calls on the Commission and Member States to develop policies for the assistance of families, particularly those confronting more serious difficulties, so as to enable them to fulfil their role in education;

Amendment 19 #

Motion for a resolution
Recital C

C. whereas recent socio-economic developments accentuate the need to make lifelong learning and vocational education and training (VET) systems not only more efficient, but also more accessible and inclusive with respect to disadvantaged groups and people with special needs; whereas an increase in accessibility to education should not be done at the expense of the quality of education;

Amendment 190 #

Motion for a resolution
Paragraph 21

21. Supports all measures in line with Erasmus+ objectives taken by entrepreneurs to develop mobility schemes for young employees or apprentices either by branch of activity or in interaction with bodies representing the industries, such as chambers of commerce and industry and the relevant trade unions; encourages Member States and the Commission, to this end, to encourage the development of European business incubators with regard to mobility, to help wage-earners and apprentices to exchange places for training purposes;

Amendment 191 #

Motion for a resolution
Paragraph 21

21. ~~Supports all~~Is convinced that in the framework of the Erasmus+ Programme measures in line with Erasmus+ objectives taken by entrepreneurs to develop mobility schemes for young employees or apprentices either by branch of activity or in interaction with bodies representing the industries, such as chambers of commerce and industry and the relevant trade unionteraction with bodies representing the industries, such as chambers of commerce and industry and the relevant trade unions should be primarily focused to develop mobility schemes for young employees or apprentices on zero carbon energy, sustainable mobility, life technologies, innovative technologies for the enhancement of cultural heritage and information and communication technologies;

Amendment 192 #

Motion for a resolution
Paragraph 21

Amendment 193 #

Motion for a resolution
Paragraph 21

Amendment 194 #

Motion for a resolution
Paragraph 21

21. Supports all measures in line with Erasmus+ objectives taken by entrepreneurs to develop mobility schemes for young employees or apprentices either by branch of activity or in interaction with bodies representing the industries, such as chambers of commerce and industry and the relevant trade unions; calls for the recognition of the role of Skilled Craft Chambers and their training centres in supporting mobility and very small companies;

Amendment 195 #

Motion for a resolution
Paragraph 21

21. Supports all measures in line with Erasmus+ objectives taken by entrepreneurs, NGOs and civil society to develop mobility schemes for young employees or apprentices either by branch of activity or in interaction with bodies representing the industries, such as chambers of commerce and industry and the relevant trade unions;

Amendment 196 #

Motion for a resolution
Paragraph 21

Amendment 197 #

Motion for a resolution
Subheading 4 a (new) - after para 22

Obstacles to mobility: reducing the main factors which act as a brake on actors under the programme

Amendment 198 #

Motion for a resolution
Paragraph 21 a (new)

21a. Notices the mismatch between policy and monitoring practices and calls for the systematic monitoring of VET mobility programmes;

Amendment 199 #

Motion for a resolution
Paragraph 21 a (new)

21a. Calls on the Commission and the Member States to establish and effectively implement a European network of workshops and incubators – which it considers crucial – that promote knowledge alliances among schools, universities and businesses, promoting access to training, experience, refresher courses for teachers and lecturers, apprenticeships and start-ups;

Amendment 2 #

Motion for a resolution
Citation 2 b (new)

- having regard to the Recommendations of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training,

Amendment 20 #

Motion for a resolution
Recital C

C. whereas recent socio-economic developments accentuate the need to make lifelong learning and vocational education and training (VET) systems not only more efficient and effective, but also more accessible and inclusive with respect to disadvantaged groups and people with special needs;

Amendment 200 #

Motion for a resolution
Paragraph 21 b (new)

21b. Calls on the Commission and the Member States to support and strengthen the European Ecsite network which brings together science centres as places providing access to scientific culture;

Amendment 201 #

Motion for a resolution
Paragraph 22

22. Asks for the setting up of a one-stop- shop mechanism for pooling data and communication tools in order to provide a convenient and efficient service for those seeking information and support on the various mobility programmes existing at EU, national, regional and local level;deleted

Amendment 202 #

Angel DZHAMBAZKI, Andrew LEWER, Emma McCLARKIN, Zdzisław KRASNODĘBSKI

Motion for a resolution
Paragraph 22

22. Asks for the setting up of a one-stop- shop mechanism in each Member State, supplemented by a transnational coordination agency, for pooling data and communication tools in order to provide a convenient and efficient service for those seeking information and support on the various mobility programmes existing at EU, national, regional and local level;

Amendment 203 #

Motion for a resolution
Paragraph 22

22. ~~Asks for the setting up of~~Encourages the Commission to assess the value of creating a one-stop- shop mechanism and its implication for pooling data and communication tools in order to provide a convenient and efficient service for those seeking information and support on the various mobility programmes existing at EU, national, regional and local level;

Amendment 204 #

Motion for a resolution
Paragraph 22 a (new)

22a. Stresses the need to simplify Erasmus+ application procedures and ensure that uniform updated application forms are made available promptly and in the language version required;

Amendment 205 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Damian DRĂGHICI, Giorgos GRAMMATIKAKIS, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 22 a (new)

22a. Stresses the need to step up mutual recognition of diplomas, courses and study credits, in order to promote recognition of skills acquired as a result of mobility and to increase the attractiveness of the Erasmus+ programme;

Amendment 206 #

Motion for a resolution
Paragraph 22 a (new)

22a. Encourages the Commission to examine existing geographic disparities among countries and regions in the participation of VET institutions in the EU mobility programmes, and to address these disparities by enhancing cooperation and the exchange of best practises among national agencies for Erasmus+, promoting team actions among VET institutions (linking experienced VET institutions with other institutions), providing policy support measures and tailor-made advice to VET institutions, and strengthening the existing support networks for VET institutions;

Amendment 207 #

Ilhan KYUCHYUK, Krystyna ŁYBACKA, Jana TOOM

Motion for a resolution
Paragraph 22 a (new)

22a. Draws attention to the cumbersome nature of the administrative procedures that undertakings are required to complete in order to establish partnerships; calls for appropriate and coherent accompanying and follow-up measures to be instituted which take account of the legal requirements that for specified periods bind the apprentice, the training centre, the intermediate chambers and the undertaking; observes that the complexity of the financial and administrative rules and their unsuitability, inter alia, for grouped projects, hamper the educational institutions and undertakings involved in the project;

Amendment 208 #

Motion for a resolution
Paragraph 22 a (new)

22 a. Encourages Member States, regional and local authorities to examine the specific learning needs of VET teachers and trainers, to encourage and support the improvement of their competences and qualifications and to provide them with more professional development opportunities;

Amendment 209 #

Motion for a resolution
Paragraph 22 b (new)

22b. Urges the Commission to resolve technical implementation problems without delay through the creation of a common user-friendly IT system/IT portal useable by all applicants from all Member States with the same systems and functionalities; notes that systems should be reviewed and made to provide easily applicable and standardised database solutions, while remaining sufficiently flexible to accommodate the different agency locations;

Amendment 21 #

Motion for a resolution
Recital C a (new)

Ca. whereas language skills are lower in VET and need specific boosting

Amendment 210 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Giorgos GRAMMATIKAKIS, Sylvie GUILLAUME, Momchil NEKOV, Damian DRĂGHICI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 22 b (new)

22b. Stresses the importance of allowing students to choose the disciplines that they wish to study at a foreign establishment, taking advantage of mobility, while preserving the integrity of their curriculum, in order to promote a personalised approach to education and to increase the motivation of students;

Amendment 211 #

Motion for a resolution
Paragraph 22 b (new)

22b. Encourages the Commission to promote VET mobility programmes to new bodies and smaller institutions within the VET system, as well as to help them apply for relevant funding by providing more guidance, on- line trainings, and individualised assistance via national agencies for the Erasmus+ programme on the preparation of high quality applications for funding;

Amendment 212 #

Motion for a resolution
Paragraph 22 b (new)

22b. In view of the 2014 figures on the Erasmus+ programme, calls for a reduction in the disparity between applications for mobility and the award of finance, in order to attain the political objectives set;

Amendment 213 #

Motion for a resolution
Paragraph 22 b (new)

22b. Welcomes the agreed Riga Conclusions by the Ministers in charge of Vocational education and training on 22 June 2015, new set of medium-term deliverables in the field of VET for the period 2015-2020 and call for their timely and thorough implementation;

Amendment 214 #

Motion for a resolution
Paragraph 22 c (new)

22c. Notes that the Commission's IT tools are too complicated and insufficiently user-friendly, as reflected in the need for the combined operation of numerous incompatible systems, thereby the performance of Erasmus+ contracts, particularly for smaller organisations with less experience of support programmes;

Amendment 215 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Giorgos GRAMMATIKAKIS, Sylvie GUILLAUME, Damian DRĂGHICI, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 22 c (new)

22c. Stresses the importance of promoting the gains derived from mobility in terms of employability and acquired skills, in order to demonstrate its genuine utility and to reduce the perception that time is wasted on training which a priori depends on purely national competences;

Amendment 216 #

Motion for a resolution
Paragraph 22 c (new)

22c. Encourages the Commission to boost its efforts to promote the Erasmus+ programme to VET institutions and to increase its effectiveness and accessibility by making it more flexible and simplifying its application process;

Amendment 217 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Giorgos GRAMMATIKAKIS, Marlene MIZZI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 22 c (new)

22c. In order to meet the objectives of the European Union’s economic, social and regional cohesion policy, and in view of the persistent inequalities between urban, periurban and rural areas, calls for the launching of campaigns to provide information, raise awareness and highlight the value of mobility programmes in all general and vocational education establishments in the Union;

Amendment 218 #

Motion for a resolution
Paragraph 22 d (new)

22d. Encourages improved promotion and visibility for young people and enterprises of such platforms as Drop'pin EURES the aim of which is to facilitate the mobility of young people for apprenticeships, internships, training programs, and e- learning language courses;

Amendment 219 #

Motion for a resolution
Paragraph 22 d (new)

22d. With due regard for the European Union’s aims of combating social exclusion and inequalities, encourages the adoption of corrective measures to ensure equal opportunities in the conduct and realisation of mobility projects;

Amendment 22 #

Motion for a resolution
Recital C a (new)

Ca. whereas access to and participation in lifelong learning for all, including disadvantaged people, and the use of qualifications should be promoted and improved at regional, national and community level;

Amendment 220 #

Motion for a resolution
Paragraph 22 e (new)

22e. Draws attention to the persistent financial difficulties facing candidates in the implementation of Erasmus+ programme measures; observes that candidates who have less funds of their own to invest in their mobility remain at a disadvantage in the pursuit of mobility; accordingly, stresses the need for measures to possibly increase the amounts of individual scholarships;

Amendment 221 #

Motion for a resolution
Paragraph 22 f (new)

22f. Notes that the obstacles to mobility include reluctance due to having to go away: observes that emotional distance from the family and anxiety arising from the need to use a foreign language which may initially be unknown or relatively unfamiliar inspire fear in candidates for mobility; calls therefore for a pedagogic and reception framework for people to be established to assist them both before and during their mobility, in order to increase its success;

Amendment 23 #

Motion for a resolution
Recital C b (new)

Cb. whereas it is of utter importance that Erasmus + and other programs target all citizens regardless of their education level;

Amendment 24 #

Motion for a resolution
Recital D

D. whereas the regional and local level is pivotal to exploring new paths for mobility and is crucial to establishing contact with entrepreneurs, all types of small and medium enterprises (SMEs) and the relevant trade unions, and engaging them in promoting the mobility of young people and apprenticepivotal to ensure the effectiveness, transparency and quality of funds and programmes devoted to vocational education and training and to exploring new paths for mobility; whereas mobility in VET of young people and apprentices promoted at regional and local level should be coordinated in a broad process of democratic and participatory governance aimed at addressing the most relevant socio-economic and environmental issues, involving micro, small and medium enterprises, local communities and social partners;

Amendment 25 #

Motion for a resolution
Recital D

D. whereas the regional and local level is pivotal to exploring new paths for mobility and is crucial to establishing contact with entrepreneurs, all types of small and medium enterprises (SMEs) – with a view to helping them to deal with the administrative and other formalities involved in taking on one or more apprentices, which often prove too complicated for them – and the relevant trade unions, and engaging them in promoting the mobility of young people and apprentices;

Amendment 26 #

Motion for a resolution
Recital D

D. whereas the regional and local level is ~~pivotal to~~crucial to support initiatives exploring new paths for mobility and ~~is crucial to~~ establishing contact with entrepreneurs, all types of small and medium enterprises (SMEs) and the relevant trade unions, and engaging them in promoting the mobility of young people and apprentices;

Amendment 27 #

Motion for a resolution
Recital D

D. whereas the regional and local level is pivotal to exploring new paths for mobility and is crucial to establishing contact with entrepreneurs, start-ups, all types of small and medium enterprises (SMEs) and the relevant trade unions, and engaging them in promoting the mobility of young people and apprentices;

Amendment 28 #

Francisco de Paula GAMBUS MILLET

Motion for a resolution
Recital D a (new)

Da. whereas continuous financial support for mobility measures and activities in lifelong learning and in VET knowledge is crucial, especially in this period of economic crisis;

Amendment 29 #

Motion for a resolution
Recital D a (new)

Da. whereas families have an important role in education;

Amendment 3 #

Motion for a resolution
Citation 13 a (new)

- having regard to the report from the Commission to the European Parliament and the Council of 28 January 2014 on the implementation of the Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training,

Amendment 30 #

Motion for a resolution
Recital D b (new)

Db. whereas it is necessary to reaffirm the political commitment to support EU action in lifelong learning and VET, notably through mobility activities that focus on developing transversal competences such as adaptability, curiosity and learning to learn, interpersonal and civic skills;

Amendment 31 #

Motion for a resolution
Recital E

E. whereas entrepreneurs and trade unions must be part of the reflection on mobility structures and more generally on apprenticeships and vocational training, since they are directly involved and in the best position to provide information on the specific needs of each economic sector;

Amendment 32 #

Motion for a resolution
Recital E

E. whereas entrepreneurs and trade unions must be part of the reflection on mobility structures and advantages, and prove to be a way out of unemployment by upgrading transversal skills, like adaptability, language, team spirit, communication and organisation competence, with a special view on gender equality;

Amendment 33 #

Ilhan KYUCHYUK, Ernest MARAGALL, Enrique CALVET CHAMBON, Jana TOOM

Motion for a resolution
Recital E

E. whereas entrepreneurs, chambers of commerce and industry and the equivalent professional bodies for the craft trades and farmers, and trade unions must be part of the reflection on mobility structures;

Amendment 34 #

Motion for a resolution
Recital E

E. whereas entrepreneurs ~~and~~, trade unions ~~must be part of the reflection on mobility structures~~and other relevant social partners should be actively involved in design, organisation, delivery and financing VET and the mobility in it;

Amendment 35 #

Motion for a resolution
Recital E a (new)

Ea. whereas entrepreneurship education should include a social dimension, and address such subjects 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 36 #

Motion for a resolution
Recital E a (new)

Ea. whereas while youth mobility must be encouraged to enhance employability, it must not become the only envisaged solution for youth unemployment;

Amendment 37 #

Motion for a resolution
Paragraph -1 (new)

-1. Believes that education is a fundamental human right and a public good that should be equally accessible to all; stresses that vocational education and training should enable learners to become both fully aware citizens in democratic societies and competent and skilled professionals; calls on the EU and Member States to address all socio- economic limitations that prevent from an equal access for all to vocational educational and training opportunities, including mobility;

Amendment 38 #

Motion for a resolution
Paragraph 1

1. Acknowledges the important role and the results of existing programmes and initiatives for mobility; calls on the Commission to improve indicators and assessment criteria so as to be able to monitor on a more regular basis the effectiveness of EU programmes and to make any necessary improvements;

Amendment 39 #

Motion for a resolution
Paragraph 1

1. Acknowledges the important role and the results of existing programmes and initiatives for mobility and points out that these are not a target in themselves, but are an instrument by which to increase the internationalisation of education systems, the dissemination of open, inclusive and less elitist training courses and the quality of curricula, educational courses and the services associated with them, such as a European e-card for students;

Amendment 4 #

Motion for a resolution
Citation 13 b (new)

- having regard to the Council Conclusions of 20 May 2014 on quality assurance supporting education and training,

Amendment 40 #

Motion for a resolution
Paragraph 1

1. Acknowledges the important role and the results of existing programmes and initiatives for mobility; stresses, nonetheless that those programmes alone will not be enough to bring down unemployment in Europe and that the first thing to do, with due regard for the specific features and needs of each Member State, is to overhaul apprenticeship and vocational training systems in order to tailor them more closely to real economic needs;

Amendment 41 #

Motion for a resolution
Paragraph 1

1. Acknowledges the important role and the results of existing programmes and initiatives for mobility; such as Key Action 1 in Erasmus+, Europass, the European Credit System for Vocational Education and Training (ECVET) and the European Qualifications Framework (EQF);

Amendment 42 #

Motion for a resolution
Paragraph 1

1. Acknowledges th~~e important~~at the role and the results of existing programmes and initiatives for mobility in VET should be enhanced in terms of accessibility, transparency and quality, mutual recognition and validation of competences and qualifications;

Amendment 43 #

Motion for a resolution
Paragraph 1

1. Acknowledges the ~~important role and the results~~fundamental role of existing programmes and initiatives for mobility, although they still remain under-recognised in Member States, socially selective and difficult to access;

Amendment 44 #

Motion for a resolution
Paragraph 1 a (new)

1a. Calls on the Commission, the Member States, involving EU agencies such as CEDEFOP to improve the VET mobility programmes so that they deliver added value for all participants as regards qualification, recognition and content, and to ensure that quality standards on apprenticeships are introduced;

Amendment 45 #

Motion for a resolution
Paragraph 2

2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values and sense of belonging to Europe, but also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, decision making, knowledge of foreign languages, and communication, as well as those related to personal skills that impact employability such as confidence, motivation, curiosity, critical thinking and assertiveness; draws attention, nonetheless, to the risk of a ‘brain drain’ depriving Europe of the manpower it needs for growth, and calls therefore for Member States to conduct, in conjunction with the Commission and the other relevant institutions, in-depth discussions on viable solutions to this problem;

Amendment 46 #

Motion for a resolution
Paragraph 2

2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values and sense of belonging to Europe, but in many cases also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, decision making, knowledge of foreign languages, and communication, as well as those related to personal skills that impact employability such as confidence, motivation, curiosity, critical thinking and assertiveness; regrets in this context that too often mobility is presented by responsible educational institutions and hence perceived by its beneficiaries as an entertainment option, where the learning outcomes of the programme are left aside;

Amendment 47 #

Motion for a resolution
Paragraph 2

2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values and sense of belonging to Europe, but also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, entrepreneurship, leadership and decision making, knowledge of foreign languages, and communication skills, as well as those related to personal skills that impact employability such as confidence, motivation, curiosity, critical and creative thinking and assertiveness;

Amendment 48 #

Motion for a resolution
Paragraph 2

2. Points out that ~~the existing~~ mobility initiatives ~~have~~should contributed to improv~~ing not only~~e learners’ civic values and sense of belonging to Europe, ~~but also~~ their academic skills and job prospects, more specifically those competences linked to responsibility towards the others and the society as a whole and those skills linked to problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, decision making, knowledge of foreign languages, and communication, as well as those related to personal skills that impact employability such as confidence, motivation, curiosity, critical thinking and assertiveness;

Amendment 49 #

Ilhan KYUCHYUK, Ernest MARAGALL, Enrique CALVET CHAMBON, Krystyna ŁYBACKA, Jana TOOM

Motion for a resolution
Paragraph 2

2. Points out that the existing mobility initiatives have contributed to improving ~~not only~~ learners’ civic values and sense of belonging to Europe~~, but also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring,~~ and that mobility develops their capacity to act and adapt in face of new situations, ~~decision making,~~and to take decisions and improve their knowledge of foreign languages, and ~~communication, as well as those related to personal skills that impact employability such as~~enhances their self- confidence, motivation, curiosity, critical thinking ~~and~~, assertiveness and communication skills; points out that these general skills clearly help to make them more employable;

Amendment 5 #

Motion for a resolution
Citation 13 c (new)

- having regard to the Declaration of the Ministers in charge of Vocational education and training of 22 June 2015 on a new set of medium-term deliverables in the field of VET for the period 2015- 2020,

Amendment 50 #

Motion for a resolution
Paragraph 2

2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values and sense of belonging to Europe, but also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, ability to work as part of a team in an international environment, decision making, knowledge of foreign languages, cultures and communication, as well as those related to personal skills that impact employability and prospects of business success, such as confidence, motivation, curiosity, critical thinking ~~and~~, assertiveness and initiative;

Amendment 51 #

Ilhan KYUCHYUK, Jana TOOM

Motion for a resolution
Paragraph 2

2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values and sense of belonging to Europe, but also their academic skills and job prospects, more specifically those ~~skills~~ linked to teamwork skills, problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, decision making, knowledge of foreign languages, and communication, as well as those related to personal skills that impact employability and social inclusion such as confidence, motivation, curiosity, and critical thinking ~~and assertiveness~~;

Amendment 52 #

Motion for a resolution
Paragraph 2

2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values and sense of belonging to Europe, but also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, decision making, knowledge of foreign languages, entrepreneurial thinking and communication, as well as those related to personal skills that impact employability such as confidence, motivation, curiosity, critical thinking ~~and~~, assertiveness and leadership skills;

Amendment 53 #

Motion for a resolution
Paragraph 2

Amendment 54 #

Motion for a resolution
Paragraph 2

2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values ~~and sense of belonging to Europe~~, but also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, decision making, knowledge of foreign languages, and communication, as well as those related to personal skills that impact employability such as confidence, motivation, curiosity, critical thinking and assertiveness;

Amendment 55 #

Motion for a resolution
Paragraph 2 a (new)

2a. Stresses the significance and importance of recognisability concerning brand names and logos connected with Erasmus + and its subprogrammes; notes that these brand names should be used in particular for the purpose of Erasmus+ publications and brochures;

Amendment 56 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Sylvie GUILLAUME, Marlene MIZZI, Damian DRĂGHICI, Momchil NEKOV, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 2 a (new)

2a. Notes the economic and social advantages of international mobility in VET which can at a later stage facilitate workers' mobility as well as contribute to increasing European competitiveness by helping to develop a highly skilled workforce and knowledge-based society;

Amendment 57 #

Motion for a resolution
Paragraph 2a (new)

2a. notes that mobility should not be a goal in itself, therefore a greater focus on its qualitative outcomes is required; and focus on quantitative targets could be detrimental to the quality of education and training; points out that among obstacles preventing a number of beneficiaries from being mobile is a concern over the quality of education in a host institution and inability to meet requirements in subjects leading to professional qualifications, calls therefore for a shift to qualitative outcomes of mobility programmes and putting a greater focus on tools of internationalisation at home;

Amendment 58 #

Motion for a resolution
Paragraph 3

3. Singles out certain problems in the implementation of mobility actions in Erasmus+, such as reduced funding, problems with the use of electronic tools for mobility management, and insufficient information and training targeted at school and colleges staff; stresses the importance, in this regard, of digital learning and teaching platforms, as demonstrated by the important contribution made by EuropeanSchoolNet;

Amendment 59 #

Motion for a resolution
Paragraph 3

3. Singles out certain problems in the implementation of mobility actions in Erasmus+, such as reduced funding, problems with the use of electronic tools for mobility management, and insufficient information and training targeted at school and colleges staff; points out, moreover, that excessive red tape in those schools and colleges acts as a barrier to the simple implementation of the programme;

Amendment 6 #

Motion for a resolution
Citation 15 a (new)

- having regard to the Paris Declaration on promoting citizenship and the common values of freedom, tolerance and non- discrimination through education, adopted at the informal meeting of EU education ministers on 17 March 2015 in Paris (8496/15),

Amendment 60 #

Motion for a resolution
Paragraph 3

3. Singles out certain problems in the implementation of mobility actions in Erasmus+, such as reduced funding, problems with the use of electronic tools for mobility management, a~~nd insufficient information and training targeted at school and colleges staff~~dministrative complexity of application and reporting procedures, and insufficient information and training targeted at beneficiaries and intermediaries of the programmes and actions;

Amendment 61 #

Motion for a resolution
Paragraph 3

3. Singles out certain problems in the implementation of mobility actions in Erasmus+, such as unevenly reduced funding for various recipients, problems with the use of electronic tools for mobility management, and insufficient information and training targeted at primary and secondary school and colleges staff;

Amendment 62 #

Motion for a resolution
Paragraph 3

3. Singles out certain problems in the implementation of mobility actions in Erasmus+, such as reduced funding, complex financial and administrative rules that are unsuited to cluster projects, problems with the use of electronic tools for mobility management, and insufficient information and training targeted at school and colleges staff and the staff of firms involved in mobility initiatives; stresses that most of these problems could be addressed by regional and local authorities, who are ideally placed to act as intermediaries between private citizens and other stakeholders;

Amendment 63 #

Motion for a resolution
Paragraph 3

3. ~~Singles out certain problems in~~Insists on the necessity to ease up the implementation of mobility ~~actions~~ in Erasmus+~~, such as reduced funding, problems with the~~ in taking action to raise funding, simplifying the design and use of electronic tools for mobility management, and ~~insufficient~~providing a better targeted information and training t~~argeted at~~o school and colleges staff;

Amendment 64 #

Motion for a resolution
Paragraph 3 a (new)

3a. Asks the Commission to provide the Erasmus + programme related documents in all official and co-official EU- languages;

Amendment 65 #

Motion for a resolution
Paragraph 3 b (new)

3b. Asks the Commission to reduce the high amount of administrative burden for applicants as well as for sending and hosting companies and institutions involved in Erasmus + projects to facilitate both the registration process and projects;

Amendment 66 #

Motion for a resolution
Paragraph 4

4. Underlines the key aspects that need to be taken into account when assessing the success of the implementation of mobility actions: learners’ economic capacity to engage in mobility; recognition of studies between countries, whether via credits or certificates; level of language knowledge; organisation of the curricula or studies; practical use of students’ credits and examinations once they have returned to their university of origin;

Amendment 67 #

Motion for a resolution
Paragraph 4

4. Underlines the key aspects that need to be taken into account when assessing the success of the implementation of mobility actions: learners’ economic capacity to engage in mobility; recognition of studies between countries, whether via credits or certificates; level of language knowledge; organisation of the curricula or studies; and the actions' long-term economic benefits for each Member State;

Amendment 68 #

Motion for a resolution
Paragraph 4

4. Underlines the key aspects that need to be taken into account when assessing the success of the implementation of mobility actions: learners’ economic capacity to engage in mobility; recognition of studies between countries, whether via credits or certificates; level of language knowledge; organisation of the curricula or studies; legal aspects; lack of information or motivation to complete studies; personal situation of the students;

Amendment 69 #

Motion for a resolution
Paragraph 4

4. Underlines the key aspects that need to be taken into account when ~~assess~~planning ~~the~~a success ~~of the~~ful implementation of mobility actions: learners’ economic capacity to engage in mobility; recognition of studies, competences and qualifications between countries, whether via credits or certificates; level of language knowledge; information, guidance and counselling activities throughout the mobility period, organisation of the curricula or studies;

Amendment 7 #

Motion for a resolution
Recital A

A. whereas learning mobility and training mobility have repeatedly proven their potential to contribute to high-quality education and employability, particularly in the context of successive European Union programmes in the field of education and training; whereas, however, mobility alone will not solve the problem of unemployment, in particular among young people, in Europe and needs to be backed up by better strategies for learning basic skills and measures to enhance the status of apprenticeships and vocational training, in particular in the eyes of society;

Amendment 70 #

Motion for a resolution
Paragraph 4

4. Underlines the key aspects that need to be taken into account when assessing the success of the implementation of mobility actions: learners’ economic capacity to engage in mobility; recognition of ~~studies~~training content between countries, whether via credits or certificates; and level of language knowledge; ~~organisation of the curricula or studies;~~

Amendment 71 #

Motion for a resolution
Paragraph 4

Amendment 72 #

Motion for a resolution
Paragraph 4 a (new)

4a. Strengthens the importance of reintroducing the former language classes as well as of the co-financing of the linguistic support for all participants without language restriction,

Amendment 73 #

Motion for a resolution
Paragraph 5

5. ~~Encourages the European Union to define a statute of the ‘European Apprentice’~~Calls on the Commission to present and the Member States to endorse a proposal for an EU Apprenticeship status and scheme to guarantee a set of rights for those apprentices and VET learners who make use of their right to free movement, so as to ensure that their efforts are recognized and their rights are protected;

Amendment 74 #

Motion for a resolution
Paragraph 5

5. ~~Encourages the European Union~~Points out that, at present, only 1% of young people in work-related training schemes, who include apprentices, are involved in mobility schemes during the course of their training; points to the vital need to create the conditions for greater apprentice mobility within the EU, so as to give apprentices the same opportunities as higher-education students; encourages the European Union therefore to take action within the bounds of its powers in this area to define a statute of the ‘European Apprentice’;

Amendment 75 #

Motion for a resolution
Paragraph 5

5. Encourages the European Union to define a statute of the ‘European Apprentice’, which clearly states that internships must be formative opportunities that do not substitute full time professional positions, that guarantee dignified working conditions and adequate pay for the apprentices;

Amendment 76 #

Motion for a resolution
Paragraph 5

5. Encourages the European Union to define a statute of the ‘European Apprentice’, which should include, first and foremost, not only a definition but also rights, including financial and pay- related rights;

Amendment 77 #

Motion for a resolution
Paragraph 5

5. Encourages the European Union to define a statute of the ‘European Apprentice’; calls on the EU and Member States to make sure that both apprenticeships and traineeships are not used as a source of precarious and cheap labour;

Amendment 78 #

Motion for a resolution
Paragraph 5

5. Eencourages the European Union to take action within the bounds of its powers in this area to define a statute of the ‘European Apprentice’;

Amendment 79 #

Motion for a resolution
Paragraph 5

5. Encourages the ~~European Union to define a statute of the ‘European Apprentice’~~Commission to analyse the implications of the introduction of a statute of the ‘European Apprentice’, through consultation with all the relevant stakeholders;

Amendment 8 #

Motion for a resolution
Recital A

A. whereas learning mobility and training mobility ~~have repeatedly prov~~should be further stren gthe~~ir potential to~~ned to better contribute to high-quality education and employability, ~~particularly~~ in the context of both current and successive European Union programmes in the field of education and training, employment and cohesion policy;

Amendment 80 #

Motion for a resolution
Paragraph 6

6. Notes that early school leaving is one of the most distinct problems faced by mobility target groups, and that better vocational options lead to fewer dropouts from education and training; emphasises, nonetheless, that further studies or training must be geared to the learner's own needs and those of the economy, and that young people should be encouraged to move into sectors that are hiring and that offer long-term career prospects;

Amendment 81 #

Motion for a resolution
Paragraph 6

6. Notes that early school leaving is one of the most distinct problems faced by mobility target groups, and that better vocational options lead to fewer dropouts from education and training; stresses therefore how important the results of educational systems may be in reducing the levels of early school leaving and in better equipping the students with transversal skills which eventually will help them matching the qualifications with the demands of the labour market;

Amendment 82 #

Motion for a resolution
Paragraph 6

6. Notes that early school leaving ~~is one of the most distinct~~and leaving school without any qualifications are growing problems ~~faced by~~that mobility ~~target groups, and that better vocational options lead to fewer dropouts from~~programmes need to address, and that those programmes therefore need to be promoted and access to vocational training needs to be improved in order to reduce the number of people dropping out of education and training;

Amendment 83 #

Motion for a resolution
Paragraph 6

6. Notes that early school leaving is one of the most distinct problems faced by mobility target groups, and that ~~better~~more suitable vocational options, including workplace learning, lead to fewer dropouts from education and training;

Amendment 84 #

Ilhan KYUCHYUK, Ernest MARAGALL, Krystyna ŁYBACKA, Jana TOOM

Motion for a resolution
Paragraph 6

6. Notes that early school leaving is ~~one of the most distinct problems faced by mobility target groups, and that better~~a serious problem and that better and more numerous vocational options lead to fewer dropouts from education and training;

Amendment 85 #

Motion for a resolution
Paragraph 6

6. Notes that early school leaving is one of the most distinct problems faced by mobility target groups, and that ~~better~~diverse and flexible vocational options lead to fewer dropouts from education and training;

Amendment 86 #

Angel DZHAMBAZKI, Andrew LEWER, Emma McCLARKIN, Zdzisław KRASNODĘBSKI

Motion for a resolution
Paragraph 6

6. Notes that ~~early school leaving is one of the most distinct problems faced by mobility target groups, and that~~ better vocational options lead to fewer dropouts from education and training, which can solve the emerging problem of early school leaving;

Amendment 87 #

Motion for a resolution
Paragraph 6

6. Notes that early school leaving is one of the most distinct problems faced by mobility target groups, and that ~~better~~more, better and diverse vocational options lead to fewer dropouts from education and training;

Amendment 88 #

Motion for a resolution
Paragraph 6 a (new)

6a. Stresses the need to support young people in vocational training to overcome their difficulties with some complementary and accompanying measures, such as reinforcing the group nature of the mobility schemes, considering stays abroad that are a prolongation of the training period, and better mentoring and accompaniment by the home and host institutions involved in mobility;

Amendment 89 #

Motion for a resolution
Paragraph 7

7. Points out that a number of factors that impact the expectations of young people being trained in VET systems can be identified, in particular socioeconomic factors, family typology and a lack of guidance (and tutorial) tools once compulsory secondary education has been completed or during vocational training courses; calls, accordingly, for great care to be taken to ensure that access to such programmes is not confined to people whose social and family backgrounds make it easier for them to move around because of their and that special attention is paid to young people from rural and/or outlying areas;

Amendment 9 #

Motion for a resolution
Recital A

A. whereas learning mobility and training mobility ~~have repeatedly~~if implemented correctly have proven their potential to contribute to high- quality education and employability, particularly in the context of successive European Union programmes in the field of education and training;

Amendment 90 #

Motion for a resolution
Paragraph 7

7. Points out that a number of ~~factors that impact the expectations of young people being trained in~~problems impact the young people equal access to VET systems and they can be identified, in ~~particular~~ socioeconomic ~~factors, family typology~~limitations, family members' precarious working conditions and a lack of information, guidance (and tutorial) ~~tools once compulsory secondary education has been completed or during vocational training course~~and counselling activities and tools;

Amendment 91 #

Motion for a resolution
Paragraph 7

7. Points out that a number of factors that impact the expectations of young people being trained in VET systems can be identified, in particular socioeconomic factors~~, family typology~~ and a lack of guidance (and tutorial) tools once compulsory secondary education has been completed or during vocational training courses;

Amendment 92 #

Motion for a resolution
Paragraph 7 a (new)

7a. Emphasises the key role of learning and training mobility in tackling social and cultural challenges to give youth all its chances to develop own scheme of action in society; recalls that the European Union has focused its efforts, notably through the Europe 2020 strategy, on increasing the competitiveness of its economy, generate employment and ultimately strengthen its capacity to compete globally in the third decade of the century; emphasises, in this context, the important role of research, innovation, the digital society and energy sustainability, as instruments to provide higher added value;

Amendment 93 #

Motion for a resolution
Paragraph 8

8. Stresses the role of ~~educational systems in better equipping students with both academic and transversal skills, and thereby enhancing their aptitude to match labour market needs~~EU and Member States in developing a high quality and well organised VET system, implementing a holistic approach based on the equilibrium between professional theoretical education, professional practical training and general education;

Amendment 94 #

Motion for a resolution
Paragraph 8

8. Stresses the role of educational systems in better equipping students with both academic and transversal skills, and thereby enhancing their aptitude to match labour market needs; considers it vital, in order to facilitate the transition from school to work, to introduce a ‘dual education’ approach into upper secondary school systems, or to strengthen existing systems, through traineeships and work placements;

Amendment 95 #

Motion for a resolution
Paragraph 8

8. Stresses the role of formal, informal and non-formal educational systems in better equipping students with both academic and transversal skills, and thereby enhancing their aptitude to match labour market needs;

Amendment 96 #

Krystyna ŁYBACKA, Petra KAMMEREVERT, Luigi MORGANO, Julie WARD, Ernest MARAGALL, Sylvie GUILLAUME, Marlene MIZZI, Damian DRĂGHICI, Eider GARDIAZABAL RUBIAL

Motion for a resolution
Paragraph 8

Amendment 97 #

Motion for a resolution
Paragraph 8

Amendment 98 #

Motion for a resolution
Paragraph 8

8. Stresses th~~e role of~~at, provided they are tailored to local economic and social conditions, educational systems in better equip~~ping~~ students with both academic and transversal skills, and thereby enhanc~~ing~~e their aptitude to match labour market needs;

Amendment 99 #