2017/2002(INI) | [ParlTrack]

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Lambert van NISTELROOIJ

Draft opinion
Paragraph 1 a (new)

1a. Recalls that the objective of this strategy is to ensure that everyone can acquire skills adapted to the labour market;

Amendment 11 #

Andreas SCHWAB, Birgit COLLIN-LANGEN, Lara COMI, Ivan ŠTEFANEC, Pascal ARIMONT

Draft opinion
Paragraph 1 a (new)

1a. Points out that there are still administrative obstacles to the cross- border mobility of professionals;

Amendment 12 #

Draft opinion
Paragraph 1 b (new)

1 b. Underlines that continuous and sustained efforts are needed to attract, support and retain talent and excellence within the teaching profession by ensuring that teachers and trainers have an appropriate working environment and are themselves kept up to date with the latest developments and an open-minded approach to the technological and societal changes; recalls that the Commission is investing in the eTwinning platform which has been beneficial to the exchange of practices and knowledge among teachers and notes that further efforts need to be undertaken in order to attract talents to the profession, including from other professions;

Amendment 13 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Anna Maria CORAZZA BILDT, Lambert van NISTELROOIJ

Draft opinion
Paragraph 1 b (new)

1b. Stresses the need to improve skill levels and better anticipate the needs of the labour market because it is essential, in order to meet the challenge of skills, that all citizens acquire, at an early age, a wide range of skills adapted to the needs of the labour market in order to promote growth and social cohesion;

Amendment 14 #

Mylène TROSZCZYNSKI

Draft opinion
Paragraph 2

Amendment 15 #

Draft opinion
Paragraph 2

2. Calls, to that end, for the systematic use of the Internal Market Information System (IMI) in order to ensure better administrative cooperation and simpler and faster procedures for the recognition of professional qualifications and continuous professional development requirements of qualified professionals planning to work in another Member State, and to prevent discrimination of all kinds and to ensure a more favorable ecosystem for cross- border workers; calls on the Commission to analyse the need for Member States to swiftly adjust their national qualification of professions towards the changing needs and new emerging professions;

Amendment 16 #

Andreas SCHWAB, Birgit COLLIN-LANGEN, Lara COMI, Ivan ŠTEFANEC, Pascal ARIMONT

Draft opinion
Paragraph 2

2. Calls, to that end, for ~~the systematic use of~~Member States to ensure that the Internal Market Information System (IMI) functions properly in order to ensure better administrative cooperation and simpler and faster procedures for the recognition of professional qualifications and continuous professional development requirements of qualified professionals planning to work in another Member State, and to prevent discrimination of all kinds;

Amendment 17 #

Morten LØKKEGAARD, Martina DLABAJOVÁ, Jasenko SELIMOVIC, Dita CHARANZOVÁ, Kaja KALLAS

Draft opinion
Paragraph 2

2. Calls, to that end, for the systematic use of the Internal Market Information System (IMI) in order to ensure better exchange of data, enhance administrative cooperation and secure simpler and faster procedures for the recognition of professional qualifications and continuous professional development requirements of qualified professionals planning to work in another Member State, and to prevent discrimination of all kinds;

Amendment 18 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Lambert van NISTELROOIJ

Draft opinion
Paragraph 2 a (new)

2 a. States that it is important to go beyond the immediate needs of the labour market and focus also on those aspects of education and training that are able to drive innovation, entrepreneurship and creativity, shape sectors, create jobs and new markets, empower people (including the most vulnerable), enrich democratic life, and develop engaged, talented and active citizens; underlines that the addition of volunteering, internships and trainings to every course is key;

Amendment 19 #

Morten LØKKEGAARD, Martina DLABAJOVÁ, Jasenko SELIMOVIC, Dita CHARANZOVÁ, Kaja KALLAS

Draft opinion
Paragraph 2 a (new)

2 a. Calls on the Member States to include leadership, management, entrepreneurial and financial education, business start-up advice and communication technologies in their education programmes, and to prioritise the further development of apprenticeships, vocational training and education (VET) programmes, including enhancing European craftsmanship;

Amendment 2 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Lambert van NISTELROOIJ

Draft opinion
Paragraph 1

1. Welcomes the Commission proposals for actions as regards skills to reduce disparity in education and disadvantages throughout the lifetime of a person, thereby enabling European citizens to develop the high-level skills essential to fight effectively against unemployment and ensure competitiveness and innovation in Europe, but draws attention to a number of administrative ‘bottlenecks’ which are slowing progress in attaining those objectives in relation to mobility, recognition of qualifications and the social dimension;

Amendment 20 #

Draft opinion
Paragraph 2 b (new)

2 b. Welcomes the Commission's initiative to invite Member States to develop digital skills strategies by mid- 2017; without prejudice to the national competences in education, calls on Member States and the Commission to strengthen the digital skills agenda at all relevant education levels in order to ensure that Europeans from all ages, including youth and the elderly, as well as teachers, are fully ready to accept the challenges and opportunities of the digital economy, including cloud computing, big data, e-platforms and the collaborative economy; considers that, in order to have citizens with the skills for the jobs of the future, we have to ensure that the people teaching those skills are trained and confident with those same skills; notes that the number of educational projects that aim at up skilling workers under the European Fund for Strategic Investments (EFSI) can be increased;

Amendment 21 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Anna Maria CORAZZA BILDT, Lambert van NISTELROOIJ

Draft opinion
Paragraph 3

3. Recalls that closing the skills gap and mismatches in the labour market and promoting opportunities for social mobility, including for vocational training and apprenticeships, is essential to ensure sustainable growth and jobs creation, in particular for SMEs and crafts; underlines that in the increasingly interconnected, culturally diverse, globalised national economies, openness to diversity and understanding of different cultures and attitudes is essential for effective collaboration and innovation;

Amendment 22 #

Morten LØKKEGAARD, Martina DLABAJOVÁ, Jasenko SELIMOVIC, Dita CHARANZOVÁ, Kaja KALLAS

Draft opinion
Paragraph 3

Amendment 23 #

Draft opinion
Paragraph 3

3. Recalls that closing the skills gap and mismatches in the labour market and promoting opportunities for ~~social~~ mobility, including for vocational training and apprenticeships, is essential to ensure sustainable growth and jobs creation, in particular for SMEs and crafts;

Amendment 24 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Lambert van NISTELROOIJ

Draft opinion
Paragraph 3 a (new)

3 a. Underlines that, while targeting adults with lack of qualifications and skills, we should involve the industry and especially SMEs in providing and training people on these necessary skills for the business to be competitive and the people to feel self-confident; underlines that businesses, and especially SMEs, are the ones providing the jobs of the future and therefore it is essential that they are involved in the education process and in the creation of the training programmes and tools; underlines, furthermore, that it is key that the talents created correspond to the needs of the business sector for human capital and reflect the influence on the labour market through automatisation and robotics; notes that the European Pact for Youth is a successful project for boosting business- education partnerships for youth employability and inclusion which aims at offering more quality apprenticeships and entry level jobs through partnerships with educational and training providers;

Amendment 25 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Lambert van NISTELROOIJ

Draft opinion
Paragraph 3 a (new)

3a. Emphasises that, with regard to the digital transformation of all sectors of activity, it is essential to invest more in digital skills in order to ensure that the workforce in Europe has the appropriate digital skills;

Amendment 26 #

Draft opinion
Paragraph 3 b (new)

3 b. Urges the Commission and Member States to analyse further possible tailor made approaches for different categories per regional and/or national specificities in partnership with the industry but also with national and regional parliaments, scientists, civil society stakeholders such as artistic and cultural organizations, NGOs, and citizens' platforms; stresses the need for an optimised EU platform for discussion and exchange of experiences between all these actors; states that for instance the EU Youth portal could be used in order to communicate more clearly on all EU programmes related to skills, education and youth, and to provide a space for the exchange of best practices in the different Member States; underlines that effective collaboration between Member States in the field of education is key;

Amendment 27 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Pascal ARIMONT, Anna Maria CORAZZA BILDT, Lambert van NISTELROOIJ

Draft opinion
Paragraph 3 c (new)

3 c. Notes that more attention should be paid to better bridge the cooperation between businesses and especially SMEs and educational and state authorities at different levels within the MSs to estimate the labour market needs of the future; stresses that in this respect creation of clusters could be helpful;

Amendment 28 #

Mylène TROSZCZYNSKI

Draft opinion
Paragraph 4

4. Calls on the Commission to provide significant support for the development of digital abilities in all age groups, irrespective of employment status, as a first step towards the better alignment of labour market shortages and demand; to that end, encourages the Commission to increase the funding under Horizon 2020, fostering inclusive, innovative and reflective European societies to get the elderly, the unemployed and poorly educated, migrants, people in need of care, people living in remote or poorer areas, persons with disabilities, and the homeless to fully participate in society and the labour market;deleted

Amendment 29 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Lambert van NISTELROOIJ

Draft opinion
Paragraph 4

Amendment 3 #

Draft opinion
Paragraph 1

Amendment 30 #

Margot PARKER

Draft opinion
Paragraph 4

4. ~~Calls on the Commission to provide significant support for~~Recognises that the development of digital abilities in all age groups, irrespective of employment status, could act as a first step towards the better alignment of labour market shortages and demand; ~~to that end, encourages the Commission to increase the funding under Horizon 2020, fostering inclusive, innovative and reflective European societies to get~~considers this to be of the greatest benefit to the elderly, the unemployed and poorly educated, migrants, people in need of care, people living in remote or poorer areas, persons with disabilities, and the homeless ~~to fully participate in society and the labour market~~;

Amendment 31 #

Morten LØKKEGAARD, Martina DLABAJOVÁ, Dita CHARANZOVÁ, Kaja KALLAS

Draft opinion
Paragraph 4

4. Calls on the Commission to provide significant support for the development of digital abilities in all age groups, irrespective of employment status, as a first step towards the better alignment of labour market shortages and demand; to that end, encourages the Commission to ~~increase~~review the funding under Horizon 2020, fostering inclusive, innovative and reflective European societies ~~to get the elderly, the unemployed and poorly educated, migrants, people in need of care, people living in remote or poorer areas, persons with disabilities, and the homeles~~with the aim to get all Europeans to fully participate in society and the labour market;

Amendment 32 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Lambert van NISTELROOIJ

Draft opinion
Paragraph 4

4. Calls on the Commission to provide significant support for the development of digital abilities, functional literacy and global competency (tolerance for diversity), in all age groups, irrespective of employment status, as a first step towards the better alignment of labour market shortages and demand and ultimately – to a peaceful Europe; to that end, encourages the Commission to increase the funding under Horizon 2020, fostering inclusive, innovative and reflective European societies to get the elderly, the unemployed and poorly educated, ~~migrants,~~ people in need of care, people living in remote or poorer areas, persons with disabilities, and the homeless, regardless of their origin, gender and family status to fully participate in society, e-society and the labour market;

Amendment 33 #

Nicola DANTI

Draft opinion
Paragraph 4

Amendment 34 #

Andreas SCHWAB, Birgit COLLIN-LANGEN, Lara COMI, Ivan ŠTEFANEC

Draft opinion
Paragraph 4

4. Calls on the Commission to provide significant support for the development of digital abilities in all age groups, irrespective of employment status, as a first step towards the better alignment of labour market shortages and demand; to that end, encourages the Commission to increase the funding under Horizon 2020, fostering inclusive, innovative and reflective European societies to get the elderly, the unemployed and poorly educated, ~~migrants, people in need of care,~~ people living in remote or poorer areas, and persons with disabilities~~, and the homeless~~ to fully participate in society and the labour market;

Amendment 35 #

Draft opinion
Paragraph 4

4. Calls on the Commission to provide significant support for the development of digital abilities in all age groups, irrespective of employment status, as a first step towards the better alignment of labour market shortages and demand; to that end, encourages the Commission to increase the funding under Horizon 2020, fostering inclusive, innovative and reflective European societies to get the elderly, the unemployed and poorly educated, ~~migrants,~~ people in need of care, people living in remote or poorer areas, persons with disabilities, and the homeless to fully participate in society and the labour market;

Amendment 36 #

Draft opinion
Paragraph 4 a (new)

4 a. Underlines that labour markets differ significantly between Member States and even between regions, hence the Commission should provide coordinating support only; underlines that an overall increase of EU funds or EU programmes may not meet demands on a subsidiary level;

Amendment 37 #

Margot PARKER

Draft opinion
Paragraph 5

Amendment 38 #

Morten LØKKEGAARD, Martina DLABAJOVÁ, Jasenko SELIMOVIC, Dita CHARANZOVÁ, Kaja KALLAS

Draft opinion
Paragraph 5

5. Asks the Commission to come forward with a methodology for the recognition of the new digital professions ~~and to make provision for appropriate funding for the new educational framework for digital skills~~.

Amendment 39 #

Draft opinion
Paragraph 5

5. AWelcomes the Commission's proposal to urge Member States to draw up comprehensive national strategies for digital skills; and asks the Commission to come forward with a methodology for the recognition of the new digital professions and to ~~make provision for appropriate funding for~~review appropriate means to fund the new educational framework for digital skills.

Amendment 4 #

Mylène TROSZCZYNSKI

Draft opinion
Paragraph 1

1. ~~Welcom~~Notes the Commission proposals for actions purportedly seeking to reduce disparity in education and disadvantages throughout the lifetime of a person, but draws attention to a number of administrative ‘bottlenecks’ which are slowing progress in attaining those objectives in relation to mobility~~, recognition of qualifications~~ and the social dimension;

Amendment 40 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Lambert van NISTELROOIJ

Draft opinion
Paragraph 5

5. Asks the Commission to come forward with a methodology for the recognition of the new digital professions and to make provision for appropriate funding for the new educational framework for digital skills as well as to come forward with a methodology for assessment of students' and learners' adequate learning outcomes on the core new skills; .

Amendment 41 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Lambert van NISTELROOIJ

Draft opinion
Paragraph 5 a (new)

5 a. Calls on the Commission to provide significant support and funding mechanisms within the agreed MFF to foster social entrepreneurship and social innovation ventures for better skills, quality and an inclusive education for all.

Amendment 42 #

Maria GRAPINI, Claudiu Ciprian TĂNĂSESCU, Nicola DANTI, Olga SEHNALOVÁ, Pina PICIERNO

Draft opinion
Paragraph 5 a (new)

5 a. Encourages Member States to adapt the educational curriculums in a sense that would promote professional systemic learning in accordance with the real economic demands on the internal market.

Amendment 43 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Lambert van NISTELROOIJ

Draft opinion
Paragraph 5 b (new)

5 b. Calls on the Commission to pay particular attention to broadening the access to skills development, recognition and validation for people of disadvantaged or segregated background; considers that boosting the role and the function of local Commission's Information centres and partners in small segregated communities is vital to reach people in serious need of opportunities for skills development; calls on the Commission to ensure that the Key Competences Framework takes into consideration the needs of this group for access to education and training opportunities.

Amendment 44 #

Maria GRAPINI, Claudiu Ciprian TĂNĂSESCU, Pina PICIERNO

Draft opinion
Paragraph 5 b (new)

5 b. Agrees on the sectorial cooperation plan on skills provided by the Commission in the framework of the pilot programme for 6 sectors and encourages its continuation.

Amendment 45 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Anna Maria CORAZZA BILDT, Lambert van NISTELROOIJ

Draft opinion
Paragraph 5 c (new)

5 c. Underlines that the REFIT programme is one of the successful tools to create and maintain more efficient and less bureaucratic regulatory framework, capable to help and setting up and developing companies and fostering their development.

Amendment 46 #

Maria GRAPINI, Claudiu Ciprian TĂNĂSESCU, Pina PICIERNO, Olga SEHNALOVÁ, Marlene MIZZI

Draft opinion
Paragraph 5 c (new)

5 c. Underlines the fact that early entrepreneurial education is a key element to accelerate economic growth, therefore supports the inclusion of entrepreneurial education in high school and university curriculums, regardless the profile.

Amendment 47 #

Maria GRAPINI, Claudiu Ciprian TĂNĂSESCU, Olga SEHNALOVÁ, Pina PICIERNO, Marlene MIZZI

Draft opinion
Paragraph 5 d (new)

5 d. Considers that, in order to have a positive result on professional skills, the communication between social partners, local, regional or national public authorities in the area on education with the scope of correlation between offer and demand on professional skills according to jobs' structure is of vital importance.

Amendment 5 #

Morten LØKKEGAARD, Martina DLABAJOVÁ, Jasenko SELIMOVIC, Dita CHARANZOVÁ

Draft opinion
Paragraph 1

1. Welcomes the Commission proposals for actions to reduce disparity in education and disadvantages throughout the lifetime of a person, but draws attention to a number of administrative ‘bottlenecks’ which are slowing progress in attaining those objectives in relation to mobility, and recognition of qualifications ~~and the social dimension~~;

Amendment 6 #

Margot PARKER

Draft opinion
Paragraph 1

1. ~~Welcom~~Notes the Commission proposals for actions to reduce disparity in education and disadvantages throughout the lifetime of a person, but draws attention to a number of administrative ‘bottlenecks’ which are slowing progress in attaining those objectives in relation to mobility, recognition of qualifications and the social dimension;

Amendment 7 #

Eva MAYDELL, Antonio LÓPEZ-ISTÚRIZ WHITE, Roberta METSOLA, Carlos COELHO, Ivan ŠTEFANEC, Pascal ARIMONT, Lambert van NISTELROOIJ

Draft opinion
Paragraph 1 a (new)

1 a. Recalls that Europe is at the forefront of knowledge, innovation and competitiveness and is among the best in the world in providing balance among employment, social security and business, but there is still significant room for improvement; underlines the importance of the dual system in education in matching the skills of the youth with labour market demands, but stresses that it is essential to strengthen the European education and training systems in all European regions and to increase the number of talents, innovators and researchers; underlines that the development of STEAM and STEM skills should be enhanced in primary school and at an earlier stage, where relevant;

Amendment 8 #

Morten LØKKEGAARD, Martina DLABAJOVÁ, Jasenko SELIMOVIC, Dita CHARANZOVÁ, Kaja KALLAS

Draft opinion
Paragraph 1 a (new)

1 a. Recognizes the primary importance of promoting digital literacy in order to take full advantage of growth and competitiveness opportunities in the European Digital Single Market;

Amendment 9 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Draft opinion
Paragraph 1 a (new)

1 a. Emphasizes in this context that education policy represents a core competence of the Member States and that the European Union should focus on elements with a cross border dimension;

source: 602.764

2017/04/12 EMPL, CULT 513 amendments...

Amendment 1 #

Motion for a resolution
Citation 1

— having regard to Articles 6, 165, and 166 of the Treaty on the Functioning of the European Union (TFEU),

Amendment 10 #

Motion for a resolution
Citation 8 a (new)

- having regard to the Council recommendation of 28 November 2011 on a renewed European agenda for adult learning7a, _________________ 7a OJ C 372, 20.12.2011, p. 1

Amendment 100 #

Motion for a resolution
Recital L a (new)

La. whereas families play a key role in helping children to learn basic skills;

Amendment 101 #

Motion for a resolution
Recital L b (new)

L b. whereas submissively adapting education to the labour market, commercialising it and degrading traditional and classical studies bears no relation with the actual role of education, which is to shape free and independent personalities;

Amendment 102 #

Motion for a resolution
Recital L b (new)

L b. whereas a future-proofed Skills Agenda should be included in a broader reflection on occupational literacy in the context of a growing digitisation and robotisation of European societies;

Amendment 103 #

Motion for a resolution
Recital L b (new)

L b. whereas transversal competences such as civic, social competences and citizenship education should be particularly highlighted alongside language, digital and entrepreneurial skills;

Amendment 104 #

Motion for a resolution
Recital L b (new)

L b. whereas low-skilled population faces an increased risk of unemployment and social exclusion;

Amendment 105 #

Motion for a resolution
Recital L c (new)

L c. whereas early childhood education and care and children's experiences from the ages of 0-3 have a decisive impact on their cognitive development, given that they develop essential capacities in the first five years; whereas there is a lack of sufficient infrastructure offering quality and accessible childcare for all income levels; whereas achieving quality services means investing in childcare workforce training19a; _________________ 19a Eurofound (2015), Early childhood care: working conditions, training and quality of services – A systematic review - European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))

Amendment 106 #

Motion for a resolution
Recital L c (new)

L c. whereas the poor image and attractiveness of VET together with low quality VET education in some Member States discourages students from taking up career in promising fields and sectors with labour force shortage;

Amendment 107 #

Motion for a resolution
Recital L c (new)

L c. whereas, when dealing with the issues of skills, in particular skills mismatch and jobs opportunities, the specific challenges faced by rural areas must be taken into account;

Amendment 108 #

Motion for a resolution
Recital L d (new)

L d. whereas the EU 2020 Agenda and Circular Economy proposals recognise the need to move to a low-carbon, resource efficient economy which has implications for the future of jobs and the skills that will be necessary;

Amendment 109 #

Motion for a resolution
Recital L d (new)

L d. whereas the circular economy and green jobs and technologies offer many great opportunities in terms of creation of high skilled quality jobs;

Amendment 11 #

Motion for a resolution
Citation 8 a (new)

- having regard to the Council resolution of 20 December 2011 on a renewed agenda for adult learning,

Amendment 110 #

Motion for a resolution
Recital L d (new)

L d. whereas ageing population in Europe increases demand for healthcare professionals, social care and medical services;

Amendment 111 #

Motion for a resolution
Recital L e (new)

L e. whereas low-skilled population faces an increased risk of unemployment and social exclusion;

Amendment 112 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 1

1. ~~Welcom~~Notes the Commission communication entitled ‘A New Skills Agenda for Europe – ~~Working together to strengthen human capital, employability and competitiveness’~~ adopted in June 2016;

Amendment 113 #

Motion for a resolution
Paragraph 1

1. ~~Welcomes~~Takes note of the Commission communication entitled ‘A New Skills Agenda for Europe – Working together to strengthen human capital, employability and competitiveness’ adopted in June 2016;

Amendment 114 #

Angel DZHAMBAZKI, Remo SERNAGIOTTO, Andrew LEWER, Jana ŽITŇANSKÁ, Emma McCLARKIN

Motion for a resolution
Paragraph 1

1. Welcomes the ~~Commission~~attempt the Commission is making to adjust the existing skills gap by the proposed communication entitled ‘A New Skills Agenda for Europe – Working together to strengthen human capital, employability and competitiveness’ adopted in June 2016;

Amendment 115 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 1 a (new)

1 a. Stresses that education systems should be inclusive, providing high- quality education to the whole population, enabling people to be active European citizens, preparing them to be able to learn and adapt throughout their lives and responding to societal and labour market needs, and fostering social inclusion;

Amendment 116 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 1 a (new)

1 a. Acknowledges that education and training are Member State competences and that the EU can only support, coordinate or supplement actions of the Member States;

Amendment 117 #

Motion for a resolution
Paragraph 2

Amendment 118 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 2

2. Agrees with the focus on the need to upgrade the European education and training systems in line with the fast changing economic and societal environment; notes that, while skills needs are dynamic, the main focus of the skills package is the immediate needs of the labour market; ~~highligh~~points in this respect t~~he importance of~~o the difficulty of developing a pan-European skills ~~needs~~ forecasting tool ~~and lifelong learning with a view to adapting to new situations in the labour market;~~ , given that, despite the convergence in some areas, the Member States do not at present have uniform labour markets and that certain skills are still associated with local or national traditional know-how, a fact which applies in particular to arts and crafts; also notes that, in view of that fact, not all skills can be outsourced and that the difference on that point should be cultivated in order to preserve the distinctive character and the cultural, social, and economic value of the sectors concerned;

Amendment 119 #

Motion for a resolution
Paragraph 2

2. Agrees with the focus on the need to ~~upgrade the~~complement the existing European education and training systems which currently give people a strong holistic education and skillset, with some of the new skills that are needed in line with the fast changing economic and societal environment; notes that, while skills needs are dynamic, the main focus of the skills package ~~is the immediate needs of the labour market~~should be twofold, the personal and professional needs of each individual based on their own unique circumstances; highlights in this respect the importance of a pan-European skills needs forecasting tool and lifelong learning with a view to ~~adapting to new situations in~~ensure that people become critical, confident and independent, while also equipping them with lifelong skills, in particular modern skills which have the lab~~our market~~ility to help them personally and professionally;

Amendment 12 #

Motion for a resolution
Citation 8 b (new)

- having regard to the Council conclusions of 15 June 2011 on early childhood education and care: providing all our children with the best start for the world of tomorrow,

Amendment 120 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 2

Amendment 121 #

Motion for a resolution
Paragraph 2

2. Agrees with the focus on the need to upgrade the European education and training systems in line with the fast changing economic and societal environment; notes that, while skills needs are dynamic, the main focus of the skills package is to enhance the adaptability of individual and address the immediate needs of the labour market; highlights in this respect the importance of a pan- European skills needs forecasting tool and lifelong learning with a view to adapting to new situations in the labour market;

Amendment 122 #

Motion for a resolution
Paragraph 2

2. Agrees with the focus on the need to upgrade the European education and training systems in line with the fast changing economic ~~and societ~~, societal and technological environment; notes that, while skills needs are dynamic, the main focus of the skills package is the immediate needs of the labour market; highlights in this respect the importance of a pan- European skills needs forecasting tool and lifelong learning with a view to adapting to new situations in the labour market;

Amendment 123 #

Motion for a resolution
Paragraph 2

Amendment 124 #

Motion for a resolution
Paragraph 2

Amendment 125 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 2

Amendment 126 #

Motion for a resolution
Paragraph 2

2. AConsiders that Europe needs a paradigm shift in the goals and functioning of the education sector; agrees with the focus on the need to upgrade the European education and training systems in line with the fast changing economic and societal environment; notes that, while skills needs are dynamic, the main focus of the skills package is the immediate needs of the labour market; highlights in this respect the importance of a pan-European skills needs forecasting tool and lifelong learning with a view to adapting to new situations in the labour market;

Amendment 127 #

Motion for a resolution
Paragraph 2 a (new)

2 a. Points out that education and training should contribute to the personal development and growth of young people in order to make them proactive and responsible citizens ready to live and work in a technologically advanced and globalised economy and provide them with the key set of competences for lifelong learning, defined as a combination of knowledge, skills and attitudes necessary for personal fulfilment and development, active citizenship and employment;

Amendment 128 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 2 a (new)

2 a. Stresses that quality early childhood education and care (ECEC) are crucial prerequisites for development of skills; urges Member States to increase enrolments in ECEC to build strong foundations for future learning and skills acquisition;

Amendment 129 #

Motion for a resolution
Paragraph 2 a (new)

2 a. Underlines that creativity and innovation are becoming driving factors in the European Union´s economy and should be mainstreamed in the national and European policy strategies;

Amendment 13 #

Motion for a resolution
Citation 13 a (new)

- having regard to the European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work-life balance (2016/2017(INI)),

Amendment 130 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 2 a (new)

2 a. Considers that the European Union's competitiveness, economic growth and social cohesion largely depend on education and training systems that prevent people from falling behind;

Amendment 131 #

Motion for a resolution
Paragraph 3

3. Calls on the Member States to ~~include leadership, management, entrepreneurial and financial education, business start-up advice and communication technologies~~focus not only on the development of employability skills, but also on the skills that are more broadly relevant to society, such as transversal, transferable or soft skills (e.g. critical and creative thinking, social, civil and cultural competences, leadership, entrepreneurship, financial literacy) in their education and training programmes, and to prioritise the further development of vocational training and education (VET) programmes~~, including enhancing European craftsmanship~~;

Amendment 132 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 3

3. Calls on the Member States to include leadership, social intelligence, management, entrepreneurial and financial education, ~~business start-up advice~~foreign languages proficiency, negotiation, business start-up advice, coding, new media literacy and communication technologies in their education programmes, and to prioritise the further development of those capabilities also in vocational training and education (VET) programmes, ~~including enhancing~~together with the enhancement of the European craftsmanship;

Amendment 133 #

Motion for a resolution
Paragraph 3

3. Calls on the Member States to include ~~leadership,~~ management, entrepreneurial and financial education, employment and social rights education, quality of working conditions education, business start-up advice and communication technologies in their education programmes, and to prioritise the further development of vocational training and education (VET) programmes, including enhancing European craftsmanship;

Amendment 134 #

Motion for a resolution
Paragraph 3

3. Calls on the Member States to consider includeing leadership, management, entrepreneurial and financial education, business start-up advice and communication technologies in their education programmes, and to prioritise the further development of vocational training and education (VET) programmes, including enhancing European craftsmanship;

Amendment 135 #

Motion for a resolution
Paragraph 3

3. Calls on the Member States to include social and intercultural skills, leadership, management, entrepreneurial and financial education, business start-up advice and communication technologies in their education programmes, and to prioritise the further development of vocational training and education (VET) programmes, including enhancing European craftsmanship;

Amendment 136 #

Motion for a resolution
Paragraph 3

3. Calls on the Member States to include leadership, volunteering, management, entrepreneurial and financial education, business start-up advice and communication technologies in their education programmes, and to prioritise the further development of vocational training and education (VET) programmes, including enhancing European craftsmanship;

Amendment 137 #

Motion for a resolution
Paragraph 3

3. Calls on the Member States to include leadership, management, entrepreneurial and financial education, business start-up advice and communication technologies in their education programmes, and to prioritise the further development of vocational training and education (VET) programmes, including enhancing European craftsmanship, warns that any updates to educations structures should in no way denigrate traditional classical studies which help to shape free personalities, critical thinkers, and a broad intelligence, and are needed now more than ever in the face of the rise of fake news and falsified facts;

Amendment 138 #

Motion for a resolution
Paragraph 3 a (new)

3a. Calls for skills-based learning to adopt a public-spirited humanist approach so as to promote ethical and civic virtues when imbuing learners with stronger democratic principles;

Amendment 139 #

Motion for a resolution
Paragraph 4

4. Encourages Member States to go beyond promoting the ‘'right occupational skills’' and to also focus on those aspects of education that are more work-based and more practical, and that foster ~~an entrepreneurial mind-set and creativity, allow people to think critically~~innovativeness and creativity, understand the concept of sustainability, allow people to think critically, esteeming values such as human dignity, freedom, fundamental rights, democracy, tolerance and respect, and to fully participate in the democratic process and social life;

Amendment 14 #

Motion for a resolution
Citation 13 a (new)

- having regard to the references made to digital skills in the Commission communication of 18 April 2016 entitled 'Digitising European Industry',

Amendment 140 #

Motion for a resolution
Paragraph 4

4. Encourages Member States to go beyond promoting the ‘right occupational skills’ and to also have an equitable focus on ~~those~~ aspects of education that are more work-based and more practical, and that foster an entrepreneurial mind-set and creativity, a~~llow~~s well as traditional education structures which have for many of years sought to facilitate people to think critically and to fully participate in the democratic process and social life;

Amendment 141 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 4

4. Encourages Member States to go beyond promoting the ‘right occupational skills’ and to also focus on those aspects of education that are more work-based and more practical, and that foster an entrepreneurial mind-set and creativity, allow people to think critically and to fully participate in the democratic process and social life as open-minded citizens;

Amendment 142 #

Amendment 143 #

Motion for a resolution
Paragraph 4 a (new)

4 a. In order to achieve the ambitious goals of the Agenda, there is a need to adopt a holistic approach to education and skills development, which put the learner at the centre of the process as well as to ensure sufficient investment in lifelong learning policies. Furthermore, access to education, training and gaining of skills must be accessible and affordable for all and more efforts are needed to include the most vulnerable;

Amendment 144 #

Motion for a resolution
Paragraph 4 a (new)

4 a. Welcomes the objective of the Skills Agenda to make VET a first choice for learners which should be demand-led through the participation of employers in the design and delivery of the courses to ensure sufficient and qualified employees for the future;

Amendment 145 #

Motion for a resolution
Paragraph 4 a (new)

4a. Calls on the Member States to ensure that civil society, experts, and families, who have experience of reality on the ground, are involved more actively in the debate on the necessary life skills;

Amendment 146 #

Motion for a resolution
Paragraph 4 a (new)

4 a. Encourages Member States to also focus on tackling gender stereotypes as women represent 60% of new graduates but their employment rate remains below that of men and they are underrepresented in many sectors;

Amendment 147 #

Motion for a resolution
Paragraph 5

5. Encourages Member States to ~~better match the skills with the jobs in the labour market and in particular to~~ put in place dual systems18 which help people to b~~e flexible in~~alance their education paths and ~~later in the labour market~~on the job training; _________________ 18 A dual education system combines apprenticeships in a company with vocational education at a vocational school in one course.

Amendment 148 #

Motion for a resolution
Paragraph 5

5. Encourages Member States to better match the skills with the jobs in the labour market and in particular to put in place dqual ~~systems18~~ity apprenticeships which help people to be flexible in their education paths and later in the labour market; recognises the value of dual education18 systems, but points out that a system used in one Member State cannot be copied blindly into another Member State; _________________ 18 A dual education system combines apprenticeships in a company with vocational education at a vocational school in one course.

Amendment 149 #

Motion for a resolution
Paragraph 5

5. Encourages Member States to better match the skills with the jobs in ~~the labour market~~appropriate value added sectors and in particular to put in place dual systems18 which help people to be flexible in their education paths and later in the labour market; _________________ 18 A dual education system combines apprenticeships in a company with vocational education at a vocational school in one course.

Amendment 15 #

Angel DZHAMBAZKI, Remo SERNAGIOTTO, Andrew LEWER, Emma McCLARKIN

Motion for a resolution
Citation 16 a (new)

- having regard to its resolution of 8 July 2015 on the Green Employment Initiative: Tapping into the job creation potential of the green economy,

Amendment 150 #

Motion for a resolution
Paragraph 5

5. Encourages Member States to better match the skills with the jobs in the labour market and in particular to ~~put~~consider putting in place dual systems18 which help people to be flexible in their education paths and later in the labour market; _________________ 18 A dual education system combines apprenticeships in a company with vocational education at a vocational school in one course.

Amendment 151 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 5

5. Encourages Member States to better match the skills with the jobs in the labour market and in particular, depending on the specific features of their education systems, to put in place dual systems18 which help people to be flexible in their education paths and later in the labour market; _________________ 18 A dual education system combines apprenticeships in a company with vocational education at a vocational school in one course.

Amendment 152 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 5

5. Encourages Member States to better match the skills with the jobs in the labour market and in particular to put in place dual systems18 which help people to be flexible in their education paths and later in the labour market; calls for exchanges of best practice models involving the social partners; _________________ 18 A dual education system combines apprenticeships in a company with vocational education at a vocational school in one course.

Amendment 153 #

Motion for a resolution
Paragraph 5 a (new)

5 a. Underlines that culture, creativity and arts significantly contribute to personal development, employment and growth across the European Union, carrying innovation, stimulating cohesion, strengthening intercultural relations, mutual understanding and preserving European identity, culture and values; Calls on the Commission and the Member States to strengthen their support for CCIs in order to unleash and fully explore their potential;

Amendment 154 #

Ilhan KYUCHYUK, Jana TOOM

Motion for a resolution
Paragraph 5 a (new)

5a. Calls on the Member States to address the issue of population ageing by encouraging the development of skills of relevance to health, well-being and sickness prevention;

Amendment 155 #

Motion for a resolution
Paragraph 5 b (new)

5 b. Stresses that the migrants, refugees and asylum seekers bring in new skills and competences and enrich the EU´s culture; Highlights that assessment of asylum seekers' and refugees' skills, ideally in co-operation between employers and the public employment service, with subsequent up-skilling provided where needed, and with a specific focus on shortage occupations, will significantly facilitate and enhance their social and labour market integration;

Amendment 156 #

Ilhan KYUCHYUK, Jana TOOM

Motion for a resolution
Paragraph 5 c (new)

5 c. Underlines the need to make the skills of migrants, asylum seekers and refugees visible in order to facilitate their active engagement in society, education and training enrolments and employment; calls on the Commission, in cooperation with the Member States to establish and swiftly implement mechanism for recognition and understanding of third country nationals´ skills and qualifications, including the cares where individuals are unable to document their qualifications;

Amendment 157 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 6

6. Recalls, in this respect, the need for enhanced cooperation among the Member States to learn from best practices which lead to lower unemployment rates, like ~~alternance training19 ; _________________ 19 Educational training combining periods in any educational institution or training centre and in the work place. The alternance scheme c~~quality apprenticeships and t~~ake place on a weekly, monthly or yearly basis. Depending on the country and the applicable status, participants may be contractually linked to the employer and/~~raineeships, non-discriminatory rec~~eive remuneration. According to the CEDEFOP terminology, the German dual system is an example of alternance training. (Terminology of European education and training policy, CEDEFOP)~~ruitment and quality job offers;

Amendment 158 #

Motion for a resolution
Paragraph 6

6. Recalls, in this respect, the need for enhanced cooperation among the Member States to learn from best practices which lead to lower unemployment rates, like alternance training19 ; _________________ 19 Educational training combining periods in any educational institution or training centre and in the work place. The alternance scheme can take place on a weekly, monthly or yearly basis. Depending on the country and the applicable status, participants may be contractually linked to the employer and/or receive remuneration. According to the CEDEFOP terminology, the German dual system is an example of alternance training. (Terminology of European education and training policy, CEDEFOP)such as apprenticeships;

Amendment 159 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 6

6. Recalls, in this respect, the need for enhanced cooperation among the Member States to learn from best practices which lead to lower unemployment rates, like alternance training19 and lifelong learning; points out there is a European Centre for the Development of Vocational Training, Cedefop, one of whose main tasks is to bring together political leaders, social partners, researchers, and practitioners for the purpose of exchanging ideas and experience; _________________ 19 Educational training combining periods in any educational institution or training centre and in the work place. The alternance scheme can take place on a weekly, monthly or yearly basis. Depending on the country and the applicable status, participants may be contractually linked to the employer and/or receive remuneration. According to the CEDEFOP terminology, the German dual system is an example of alternance training. (Terminology of European education and training policy, CEDEFOP)

Amendment 16 #

Motion for a resolution
Citation 16 a (new)

– having regard to its resolution of 8 September 2015 on promoting youth entrepreneurship through education and training,13a _________________ 13a Texts adopted, P8_TA(2015)0292.

Amendment 160 #

Motion for a resolution
Paragraph 6 a (new)

6 a. Recognises the value of internationalisation of education and the increasing number of students and staff members who participate in mobility programmes; underlines the value of Erasmus+ for the development of teachers and students; notes that various studies show that mobility equips people with essential skills and provides them with better career opportunities;

Amendment 161 #

Motion for a resolution
Paragraph 6 a (new)

6 a. Calls on Member States and the EU to ban the practice of unpaid or low paid internships and unpaid labour activation schemes which have the effect of depressing wages and reducing the value of people in the labour market, personally, socially, and economically, in particular young people;

Amendment 162 #

Motion for a resolution
Paragraph 6 a (new)

6a. Believes that coordinated action is required in order to counter the ‘brain drain’ by identifying appropriate means of making use of the skills available, with a view to guarding against the loss of human capital by Member States;

Amendment 163 #

Motion for a resolution
Paragraph 6 a (new)

6 a. Is concerned about the fact that, austerity policies in some Member States as well as the persisting social and economic divergences between Member States, provoke involuntary migration that further exacerbates the effects of the brain-drain;

Amendment 164 #

Motion for a resolution
Paragraph 6 a (new)

6 a. Recalls that investing in the capacity of today´s education will determine the quality of jobs now and in the future, qualification of workers, social well-being and democratic participation in society;

Amendment 165 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 6 b (new)

6 b. Recognises that the current EU budget dedicated to learning mobility might not be sufficient to achieve the goal of 6% of learning mobility by 2020;

Amendment 166 #

Motion for a resolution
Paragraph 7

7. Insists ~~that~~on the need to strike a balance between the central role of parents in bringing up children and, secondly, school education, which is not only a key factor in enhancing employability, but also ian ~~combating social exclusion~~essential way of enabling every individual to find his or her place within society, and therefore believes that investing in skills and competences is crucial to tackling the high unemployment rate, especially among NEETs; recalls that ~~a genuine estimation of future skills needs is paramount in this respect~~national authorities have to have a long-term vision of education policy and of intrinsic economic and social needs; calls for a genuine estimate to be made to determine future skills needs;

Amendment 167 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 7

7. Insists that education is not only a key factor in enhancing employability, but also in ~~combat~~fostering social exinclusion and ~~therefore believes that~~cohesion, active citizenship and therefore believes that equal access to quality education and adequate invest~~ing~~ment in skills and competences isare crucial to tackling the high unemployment rate~~, especially among~~ and social exclusion, especially among the most vulnerable and disadvantaged groups (Roma people, NEETs); recalls that a genuine estimation of future skills needs is paramount in this respect;

Amendment 168 #

Motion for a resolution
Paragraph 7

7. Insists that education is not only a key factor in enhancing employability, but also in combating social exclusion and therefore believes that investing in skills and competences is crucial to tackling the high unemployment rates, especially among NEETs, long-term unemployed, the low-skilled, refugees, and people with disabilities; recalls that a genuine estimation of future skills needs is paramount in this respect;

Amendment 169 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 7

7. Insists that education isand training are not only a key factors in enhancing employability, but also in combating social exclusion and therefore believes that investing in skills and competences is crucial to tackling the high unemployment rate~~, especially among NEETs~~; recalls that a genuine estimation of future skills needs is paramount in this respect;

Amendment 17 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Citation 16 a (new)

- having regard to its resolution of 8 September 2015 on promoting youth entrepreneurship through education and training,

Amendment 170 #

Motion for a resolution
Paragraph 7

7. Insists that education is not only a key factor in enhancing employability, but also in personal development, combating social exclusion and therefore believes that investing in skills and competences is crucial to tackling the high unemployment rate, especially among NEETs; recalls that a genuine estimation of future skills needs is paramount in this respect;

Amendment 171 #

Motion for a resolution
Paragraph 7 a (new)

7 a. Stresses, as stated by OECD 1a, that more educated people contribute to more democratic societies and sustainable economies, and are less dependent on public aid and less vulnerable to economic downturns; therefore points out that investment in quality education and innovation are not only key to fight unemployment, poverty and social exclusion, but also for the EU to compete successfully in the global markets; Calls on the Commission and the Member States, via de European Semester process, to restore public investment to, at least, pre-crisis levels, in early, primary and secondary education for all, and in particular for children from disadvantaged backgrounds; _________________ 1a https://www.oecd.org/education/school/50 293148.pdf

Amendment 172 #

Motion for a resolution
Paragraph 7 a (new)

7 a. Points out that access to learning and training opportunities must be a right for everyone, at every stage of life, to acquire transversal skills such as, numeracy, digital and media literacy, critical thinking, social skills and relevant life skills; it is of the opinion that the Skills Agenda is a step in the right direction encouraging shared commitment toward common vision about the crucial importance of lifelong learning policies;

Amendment 173 #

Motion for a resolution
Paragraph 7 a (new)

7a. Calls for appropriate steps to recognise the skills of refugees and asylum seekers and to enhance and update those skills by means of training programmes, thus building on action 6 of the Commission’s New Skills Agenda, in order to make it easier for refugees and asylum seekers to find employment in their host countries, in keeping with the principle of non-discrimination;

Amendment 174 #

Motion for a resolution
Paragraph 7 a (new)

7 a. Maintains that entrepreneurship is a feasible option to support participation in the labour market for many people with disabilities; points in this regard to a potential of improving digital skills of people with disabilities and the importance of increasing awareness of entrepreneurship as a potential labour market activity;

Amendment 175 #

Motion for a resolution
Paragraph 7 a (new)

7 a. Is deeply concerned about the fact that between 2010 and 2014 investment in education and training fell by 2.5 % in the EU as a whole1a; stresses that in order education to fulfil its role in tackling unemployment, social exclusion and poverty, properly resourced public education systems are essential; _________________ 1a Education and Training Monitor 2016

Amendment 176 #

Silvia COSTA, Luigi MORGANO

Motion for a resolution
Paragraph 7 b (new)

7 b. Maintains that entrepreneurship is a feasible option to support participation in the labour market for many people with disabilities; points in this regard to a potential of improving digital skills of people with disabilities and the importance of increasing awareness of entrepreneurship as a potential labour market activity;

Amendment 177 #

Motion for a resolution
Paragraph 7 b (new)

7b. Believes it important to promote an understanding of European culture and values among migrants, in order to make it easier for them to integrate, and to foster intercultural dialogue by promoting migrants' cultures of origin and enhancing their core citizenship skills;

Amendment 178 #

Motion for a resolution
Paragraph 8

8. Regrets that whilst there is increased recognition of the potential of quality early occupational guidance education and care in reducing early school leaving and in laying a solid foundation for further learning, the Skills Agenda lacks a forward-looking regard into the earlier phases of education; calls on Member States to reform and improve their systems towards the Barcelona objective of having at least 33% of children under 3 participating in early childhood education and care programmes;

Amendment 179 #

Motion for a resolution
Paragraph 8

8. Regrets that whilst there is increased recognition of the potential of quality early education and care in reducing early school leaving and in laying a solid foundation for further learning, the Skills Agenda lacks a forward-looking vision regard intog the earlier phases of education;

Amendment 18 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Citation 18 a (new)

- having regard to the Council conclusions on the role of early childhood education and primary education in fostering creativity, innovation and digital competence,

Amendment 180 #

Motion for a resolution
Paragraph 8

8. ~~Regret~~Notes that whilst there is increased recognition of the potential of quality early education and care in reducing early school leaving and in laying a solid foundation for further learning, the Skills Agenda lacks a forward-looking regard into the earlier phases of educationthe family plays an essential and vital educative role, particularly in bringing up young children, thus helping young generations to tackle the many challenges that they are having to and will have to face, especially where early school leaving is concerned; suggests that the Member States ensure that the paramount importance of the family unit is reflected in ambitious family policies;

Amendment 181 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 8 a (new)

8 a. Advocates that, in order to boost labour market inclusion, comprehensive lifelong learning strategies are needed; calls on Member States, therefore, to enhance quality and broaden access to Early Childhood Education and Care (ECEC), Vocational Education and Training and Adult Learning and to adopt measures aimed at reducing early school leaving; calls on Member States to endorse the 2014 quality framework on ECEC20a; asks Member States to invest in high-quality ECEC and to consider granting free access for families living in poverty and social exclusion21a; _________________ 20aEurofound (2015), Early childhood care: working conditions, training and quality of services – A systematic review 21a European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))

Amendment 182 #

Motion for a resolution
Paragraph 8 a (new)

8 a. Considers that completion of secondary education should be obligatory in 21st century Europe and that relevant programmes must be available to give all young people who have dropped out from primary or secondary school a new chance;

Amendment 183 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 8 b (new)

8 b. Boosting lifelong learning opportunities 1a _________________ 1aThis should be a subtitle (such as "The role of education in tackling unemployment, social exclusion and poverty", that should be placed ahead of paragraph 9

Amendment 184 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 9

9. ~~Insists on the need for immediate action to reverse the unacceptable situation of 70 million Europeans lacking basic skills~~Notes with concern the unacceptable situation of 70 million Europeans lacking basic skills; welcomes therefore the establishment of the Upskilling Pathways and insists on its swift implementation and monitoring; calls furthermore on the Commission and Member States to encourage and support flexible re-skilling and up-skilling programmes, tailored to the individual needs of each Member State, for both unemployed individuals and those who are employed;

Amendment 185 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 9

9. Insists on the need for immediate action to reverse the unacceptable situation of 70 million Europeans lacking basic skills by introducing diverse schemes for enlarged access and motivation;

Amendment 186 #

Motion for a resolution
Paragraph 9

9. Insists on the need for immediate action to reverse the unacceptable situation of 70 million Europeans lacking basic skills; encourages Member States to pursue intergovernmental cooperation in this field so as to enable the exchange of information on tried and tested educational methods;

Amendment 187 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 9 a (new)

9 a. Considers that, in order to efficiently tackle the high unemployment and skills mismatch and in order to cope with the rapidly changing skills development in a digital era, Member States should have an ongoing approach to up-skilling, re-training and lifelong learning, as well as should ensure a close dialogue with social partners such as trade unions and employers' associations, and other stakeholders;

Amendment 188 #

Motion for a resolution
Paragraph 9 a (new)

9 a. Underlines that there is a need to develop complex education and training systems to provide learners with different types of skills: basic skills (literacy, numeracy and digital skills); advanced generic skills (such as problem solving, learning etc.); professional, technical, occupation-specific or sector-specific skills as well as socio-emotional skills;

Amendment 189 #

Motion for a resolution
Paragraph 9 a (new)

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

Amendment 19 #

Motion for a resolution
Citation 21 a (new)

- having regards to the European Parliament resolution of 19 January 2016 on the role of intercultural dialogue, cultural diversity and education in promoting EU fundamental values,

Amendment 190 #

Motion for a resolution
Paragraph 9 a (new)

9 a. Calls on the Commission and the Member States for actively inclusive approach in designing policies in education, training, entrepreneurship to help transform the cycles of poverty and marginalization of the people with disabilities.

Amendment 191 #

Motion for a resolution
Paragraph 9 a (new)

9 a. Points out that education should not only provide skills and competences relevant to job market needs, but should also contribute to the personal development and growth of young people in order to make them proactive and responsible citizens;

Amendment 192 #

Motion for a resolution
Paragraph 9 a (new)

9 a. Regrets with concern that investment in education are still lagging behind and that subsequent cuts in education budgets affect the most those students and adults coming from disadvantaged socio-economic background;

Amendment 193 #

Motion for a resolution
Paragraph 9 b (new)

9 b. Urges the Member States to provide effective training in the national language, in accordance with the principles of multilingualism and non- discrimination and on the basis of national legislation and European principles, and to increase support for educational institutions that teach in the mother tongue of national or language minorities;

Amendment 194 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 9 b (new)

9 b. Underlines that understanding specific needs of low-skilled adults and providing them with tailor-made training is an essential step in designing more effective training programmes; reminds that responsiveness and adaptability in light of gathered experience and changing circumstances are crucial elements of an effective education process;

Amendment 195 #

Motion for a resolution
Paragraph 9 b (new)

9 b. Believes that equipping people with a minimum set of skills is not enough and that it is crucial to ensure that every individual is encouraged to acquire advanced skills and competences in order to better adapt to the future, especially in the case of vulnerable groups who are at risk of precarious employment;

Amendment 196 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 9 c (new)

9 c. Calls for a real guarantee of skills as a right for everyone, at every stage of life, to acquire fundamental skills for the 21st century, including literacy, numeracy, digital and media literacy, critical thinking, social skills and relevant skills needed for the green and circular economy;

Amendment 197 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 9 d (new)

9 d. Considers that the initiative "Upskilling pathways: new opportunities for adults" should involve individualised assessment of learning needs, a quality learning offer and systematic validation of the skills and competences acquired, enabling their easy recognition on the labour market; points to the need to ensure widespread access to broadband in order to enable digital literacy; regrets that the European Parliament was not involved in the shaping of the initiative;

Amendment 198 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 9 e (new)

9 e. Is of the opinion that the proposed 'upskilling pathways' will make a tangible difference only if lessons are learned from the implementation of the Youth Guarantee, in particular, it should aspire to ensure faster implementation, have an integrated approach with accompanying social services, and foster better cooperation with social partners, such as trade unions and employers' association, and other stakeholders;

Amendment 199 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 9 f (new)

9 f. Insists that the outreach and guidance to people in disadvantaged situations, including those with disabilities, long-term unemployed people and underrepresented groups, that may not be aware of the benefits of raising their skills levels or of opportunities for re-skilling or up-skilling, is of key importance to the success of such an initiative;

Amendment 2 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Citation 2

— having regard to the ~~Charter of Fundamental Rights of the European Union~~International Covenant on Economic, Social and Cultural Rights, and in particular Articles 146, 7, and 153 thereof, relating to the obligations of signatory states as regards the right to work, vocational training, and education,

Amendment 20 #

Dieter-Lebrecht KOCH

Motion for a resolution
Citation 21 a (new)

- having regard to Article 27 of the UN Convention on the Rights of Persons with Disabilities,

Amendment 200 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 9 g (new)

9 g. Calls for a strong involvement and dialogue of all relevant stakeholders not only on national and European level, but also the local and regional in order to meet the real labour market situations and needs;

Amendment 201 #

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more flexible and individual approach to career development and lifelong education and training across one’s personal career path, ~~and recognises the role that both public and private parties can play in providing this,~~ while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;

Amendment 202 #

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more flexible and individual approach to career development and lifelong education and training across one’s personal career path, ~~and recognises the role that both public and private parties can play in providing this,~~ while recognising that guidance and counselling which address individual and social needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;

Amendment 203 #

Sergio GUTIÉRREZ PRIETO, Javi LÓPEZ

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more flexible and ~~individual~~personalised approach to career development and lifelong education and training across one’'s personal career path, and recognises the role that ~~both public and~~primarily public but also private parties can play in providing this, while recognising that guidance and counselling which address individual needs and preferences and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;

Amendment 204 #

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more flexible ~~and~~, individual and learner- centred approach to career development and lifelong education and training across one’s personal career path, and recognises the role that ~~both public and~~primarly public but also private parties can play in providing this, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;

Amendment 205 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more inclusive, flexible and ~~individual approach to career development and~~learner- centred approach to lifelong education and training process across one’'s personal development and career path, and recognises the role that ~~both public and~~primarily public, but also private, parties can play in providing this, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;

Amendment 206 #

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more flexible and ~~individual~~learner-focused approach to career development and lifelong education and training across one’s personal career path, and recognises the role that ~~both~~mainly public ~~and~~, but also private parties, can play in providing this, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;

Amendment 207 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more ~~flexible and~~ individual approach to career development ~~and~~, while safeguarding against any form of job instability, for lifelong education and training across one’s personal career path, and recognises the role that both public and private parties can play in providing this, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;

Amendment 208 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 10

10. Stresses the need to strive for a more flexible and individual approach to career development and lifelong education and training across one’s personal career path, and recognises the role that both public and private parties can play in providing this, especially youth and community organisations, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;

Amendment 209 #

Motion for a resolution
Paragraph 10 a (new)

10 a. Calls on the Member States together with the social partners to develop and put in place policies that provide for educational and training leave, as well as in-work training; calls on them to make learning inside and outside work, including paid training leave, accessible to all workers and in particular to those in disadvantaged situations, and with an emphasis on women employees;

Amendment 21 #

Motion for a resolution
Citation 21 a (new)

- having regard to European Economic and Social Committee opinion SOC/546 of 22 February 2017,

Amendment 210 #

Motion for a resolution
Paragraph 10 a (new)

10 a. Underlines that any skills policies should take into consideration not only the currently on-going transformations on the labour market but also ensure that they are universal enough to develop workers learning agility and to facilitate their adaptation to the challenges in future;

Amendment 211 #

Motion for a resolution
Paragraph 11

11. Stresses that responsibility for providing primary or basic education lies with the State and that this type of education must be organised in such a way as to allow scope for 'second chances' and to ensure that all educational needs are catered for; stresses that skills development must be a shared responsibility between education providers and employers; insists that the industry/employers should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self-confidence;

Amendment 212 #

Motion for a resolution
Paragraph 11

11. Stresses that sectoral and specific skills development must be a shared responsibility between education providers and employers; insists that the industry/employers should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost pe~~ople’s self-confidence~~rsonal development, quality jobs and career perspectives and development;

Amendment 213 #

Motion for a resolution
Paragraph 11

11. Stresses that skills development must be a shared responsibility between education providers and employers; however, insists that ~~the industry/employers should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self-confidence~~education systems should not be subjugated to serve the demands of employers and industry;

Amendment 214 #

Motion for a resolution
Paragraph 11

11. Stresses that skills development must be a shared responsibility between education providers ~~and~~, employers and trade unions; insists that the industry/employers should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self- confidence and well-being;

Amendment 215 #

Motion for a resolution
Paragraph 11

11. Stresses that skills development must be a shared responsibility between education providers, trade unions and employers; insists that ~~the industry/employers~~all actors of the labour market should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self-confidence;

Amendment 216 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 11

11. Stresses that skills development must be a shared responsibility between education providers and employers; insists that the industry/employers should be involved in ~~providing and training~~the training process, design and delivery in order to equip people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self-confidence;

Amendment 217 #

Motion for a resolution
Paragraph 11

11. Stresses that skills development must be a shared responsibility between education providers and employers; insists that the industry/employers should be involved in providing and training people with the necessary skills, throughout their careers, in order for businesses to be competitive and at the same time boost people’s self-confidence;

Amendment 218 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 11

11. Stresses that skills development must be a shared responsibility between the competent national authorities, education providers and employers; insists that the industry/employers should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self-confidence and their self-sufficiency at work;

Amendment 219 #

Motion for a resolution
Paragraph 11 a (new)

11 a. Reiterates that to enhance employability, innovation and active citizenship, including eco-citizenship,, basic skills must go hand in hand with other key competences and attitudes: creativity, nature-awareness, sense of initiative, foreign language competences, critical thinking including through e- literacy and media literacy, and skills reflecting growing sectors, such as the low carbon and circular economy;

Amendment 22 #

Motion for a resolution
Citation 21 b (new)

- having regards to the Commission Social Europe guide of March 2013 on 'Social Economy and Social Enterprises' (ISBN: 978-92-79-26866-3),

Amendment 220 #

Dominique BILDE

Motion for a resolution
Paragraph 12

12. Recognises the importance of fostering work-based learning apprenticeships as one of the tools to further facilitate the priority integration of ~~individuals into~~EU Member State citizens who are increasingly threatened by instability on the labour market;

Amendment 221 #

Motion for a resolution
Paragraph 12

12. Recognises the importance of fostering work-based learning apprenticeships and internships as one of the tools to further facilitate the integration of individuals into the labour market;

Amendment 222 #

Motion for a resolution
Paragraph 12

12. Recognises the importance of fostering work-based learning apprenticeships as one of the tools to further facilitate the integration of individuals into the labour market i.e. by establishing bridges / competence exchange between generations;

Amendment 223 #

Motion for a resolution
Paragraph 12 a (new)

12 a. notes apprenticeships, traineeships and specific skills training are considered to be the most effective types of training in terms of preventing young people from returning to NEET status; notes that it has been highlighted that having a dual system of vocational and academic education and training reduces the NEET group by enabling more young people to be retained in education/training and helping to make them more employable and more likely to progress more smoothly into employment/a career, macro-economic analysis reports that a combination of a dual education and training system and active labour market policies get the best results; however, regrets that in spite of this evidence some Member States have introduced apprenticeship fees;

Amendment 224 #

Motion for a resolution
Paragraph 12 a (new)

12 a. Stresses the need to implement tailor-made support for on-the-job learners, apprentices and employees to ensure the inclusion of all individuals in the labour market;

Amendment 225 #

Motion for a resolution
Paragraph 12 a (new)

12 a. Calls on the Member States to provide support for work-based, inter- company training and skill development for SMEs;

Amendment 226 #

Motion for a resolution
Paragraph 13

13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality internships and apprenticeships, giving young people the possibility of putting their talents into practice and have a set of rights and access to ~~social protec~~adequate employment and social protection; calls to this end on Member States to establish national legal quality frameworks on internships and apprenticeships, ensuring in particular employment protection and adequate social security coverage; points out that an understanding of core Health and Safety standards and rights in the workplace are also important in developing quality employment and preventing exploitation;

Amendment 227 #

Motion for a resolution
Paragraph 13

13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality internships and apprenticeships, providing them with practical on-the-spot training, giving young people the possibility of putting their talents into practice and have a set of rights and access to social protection;

Amendment 228 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 13

13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality and paid internships and apprenticeships, giving young people the possibility of putting their talents into practice and have a set of rights and access to social protection;

Amendment 229 #

Motion for a resolution
Paragraph 13

13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality internships and apprenticeships as well as cross-border exchange programmes such as Erasmus for Young Entrepreneurs, giving young people the possibility of putting their talents into practice and haveing a set of rights and access to social protection; calls on Member States to provide special support to SMEs so that they too are able to take on interns and work-study (alternance) trainees;

Amendment 23 #

Motion for a resolution
Citation 21 c (new)

- having regards to the ILO Decent Work Agenda,

Amendment 230 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 13

13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality internships and apprenticeships, giving young people the possibility of putting their talents into practice and hav~~e a set of rights and access to social protection~~ing clearly defined rights that include access to social protection, written and binding contracts and fair remuneration in order to ensure that they are not discriminated when it comes to accessing the world of work;

Amendment 231 #

Motion for a resolution
Paragraph 13

Amendment 232 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 13

13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality ~~internships and~~ apprenticeships, giving young people the possibility of putting their talents into practice and have a set of rights and equal access to social protection; also calls for non-exploitative contracts;

Amendment 233 #

Motion for a resolution
Paragraph 13

Amendment 234 #

Motion for a resolution
Paragraph 13

Amendment 235 #

Motion for a resolution
Paragraph 13

Amendment 236 #

Motion for a resolution
Paragraph 13

Amendment 237 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 13 a (new)

13 a. Stresses that traineeships and internships should not be used as a replacement for jobs and trainees and interns should not be used as a cheap or even unpaid labour force; reiterates its call1a on proper learning and training content and decent working conditions for internships, traineeships and apprenticeships in order to ensure that they serve as genuine stepping stones in the transition from education to professional life, as provided for in the Council Recommendation on a Quality Framework for Traineeships, and that they are limited in time and do not replace employment for young people; remuneration should be commensurate with the work provided, the skills and experience of the person and the need to enable interns, trainees and apprentices on the labour market outside educational curricula to make ends meet; _________________ 1aEuropean Pillar of Social Rights (A8- 0391/2016)

Amendment 238 #

Motion for a resolution
Paragraph 14

14. Believes that, in order to anticipate future skills needs, the competent national authorities should cooperate with the social partners, ~~and~~ education and training, providers ~~must be strongly involved at all level~~, chambers of craft industries, chambers of commerce and industry and all other equivalent organisations, in particular in designing, implementing and evaluating vocational qualification programmes, ~~which provid~~in order to ensure an effective transition from formal education to work-based learning;

Amendment 239 #

Motion for a resolution
Paragraph 14

14. Believes that~~, in order to anticipate future skills needs,~~ social partners, and education and training, providers must be strongly involved at all levels, in particular in designing, implementing and evaluating vocational qualification programmes, which provide an effective transition from formal education to work-based learning;

Amendment 24 #

Motion for a resolution
Citation 21 d (new)

- having regards to the European Parliament's resolution on the EU Strategic Framework on Health and Safety at Work 2014-2020 (2015/2107(INI)),

Amendment 240 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 14

14. Believes that, in order to anticipate future skills needs, social partners, and education and training, providers must be strongly involved at all levels, in particular in designing, implementing and evaluating vocational qualification programmes, which provide an real and effective transition from formal education to work- based learning;

Amendment 241 #

Motion for a resolution
Paragraph 14

14. Believes that, in order to anticipate future skills needs, civil society, social partners, and education and training, providers must be strongly involved at all levels, in particular in designing, implementing and evaluating vocational qualification programmes, which provide an effective transition from formal education to work-based learning;

Amendment 242 #

Motion for a resolution
Paragraph 14

14. Believes that, in order to anticipate future skills needs, social partners, trade unions and education and training, providers must be strongly involved at all levels, in particular in designing, implementing and evaluating vocational qualification programmes, which provide an effective transition from formal education to work-based learning;

Amendment 243 #

Motion for a resolution
Paragraph 14

14. Believes that, in order to anticipate future skills needs, social partners, ~~and~~ education and training, providers and civil society organisations must be strongly involved at all levels, in particular in designing, implementing and evaluating vocational qualification programmes, which provide an effective transition from formal education to work-based learning;

Amendment 244 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 14

14. Believes that, in order to anticipate future skills needs, social partners, and education and training, providers, as well as specialised support services must be strongly involved at all levels, in particular in designing, implementing and evaluating vocational qualification programmes, which provide an effective transition from formal education to work-based learning and decent employment;

Amendment 245 #

Motion for a resolution
Paragraph 14 a (new)

14 a. States that mobility in the context of education and training is fundamental, 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 246 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 14 a (new)

14 a. Stresses the need to ensure that qualifications are meaningful to employers by involving labour market actors in their design;

Amendment 247 #

Motion for a resolution
Subheading 4

The key role of non-formal ~~learning~~ and informal ~~education~~learning

Amendment 248 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 15

15. Insists on the importance of validating non-formal and informal learning to reach out and empower learners; recognises that this is particularly evident for disadvantaged groups, such as low-skilled adults who are in need of priority access to validation arrangements; welcomes in this regard the progress made in the last few years in the context of the implementation of Council recommendation on validation of non- formal and informal learning by 2018; it is however of the opinion that further efforts are needed in establishing relevant legal frameworks and creating comprehensive validation strategies in order to enable validation;

Amendment 249 #

Motion for a resolution
Paragraph 15

15. Insists on the importance of Member States considering the various options for validating non-formal and informal learning to reach out and empower learners; recognises that this is particularly evident for ~~disadvantaged groups, such as low-skilled adults who are in need of priority access to validation arrangements~~young people with no qualifications, the long-term unemployed and low-skilled older people who are retraining; also stresses, in this respect, the potential added value of intergenerational knowledge and skills transfer;

Amendment 25 #

Motion for a resolution
Recital A

A. whereas skills have a strategic importance for growth, innovation and social cohesion and the complexity of jobs is increasing across all sectors and occupations and there is inflation in relative skills demand~~, even for low-skilled jobs~~;

Amendment 250 #

Motion for a resolution
Paragraph 15

15. Insists on the importance of validating non-formal and informal learning to reach out and empower learners; recognises that this is particularly evident for people in a vulnerable or disadvantaged ~~groups~~situation, such as low- skilled adults or refugees who are in need of priority access to validation arrangements; calls the Commission and the Member States to raise awareness of validation possibilities;

Amendment 251 #

Motion for a resolution
Paragraph 15

Amendment 252 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 15 a (new)

15 a. Calls on the Commission and the Member States for a targeted action in re- skilling and validating the skills of parents returning to work after a period taking care of family dependants;

Amendment 253 #

Motion for a resolution
Paragraph 16

16. Regrets that employers and formal education providers do not sufficiently recognise the value and relevance of skills, competences and knowledge acquired through non-formal and informal learning, such as voluntary or civic service work experience, through which participants acquire a range of cross-cutting skills such as decision-making abilities, group and financial management skills, etc.; suggests that in parallel the Member States consider ways of recognising the experience young people have acquired in serving their country through various activities (charity work, civic service, visiting the elderly, etc.);

Amendment 254 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 16

16. Regrets that employers and formal education providers do not sufficiently recognise the value and relevance of skills, competences and knowledge acquired through non-formal and informal learning; stresses in this regard the need to work on overcoming the lack of awareness on validation among all relevant stakeholders;

Amendment 255 #

Motion for a resolution
Paragraph 16

16. ~~Regrets that~~Calls on the Commission and Member States to encourage employers and formal education providers ~~do not sufficiently~~to recognise the value and relevance of skills, competences and knowledge acquired through non-formal and informal learning;

Amendment 256 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 16 a (new)

16 a. Stresses the role of external associations and NGOs to provide children with other skills and social competences, like arts, manual activities, in helping integration, better understanding of their environment, solidarity in learning and living, and easing up the learning competences of whole classes;

Amendment 257 #

Motion for a resolution
Paragraph 17

17. Recognises ~~that~~ the lack of comparability ~~and coherence~~ between the validation approaches of ~~EU countries represents an additional barrier~~different EU Member States; considers it necessary to respect the specific characteristics of each education system so that the measures adopted in this field are suited to the different economic circumstances in the countries concerned, and hence that the actions undertaken correspond as closely as possible to the needs of learners on the ground;

Amendment 258 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 17

17. Recognises that the lack of comparability and coherence between the validation approaches of EU countries, especially for VET, represents an additional barrier;

Amendment 259 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 17

17. Recognises that the lack of comparability and coherence between the validation approaches of EU countries represents an additional barrier; furthermore, the provision of real access, recognition and financial support remains a real challenge especially for disadvantaged groups, such as low-skilled adults who are in need of priority access to validation;

Amendment 26 #

Motion for a resolution
Recital A

A. whereas ~~skills have a strategic importance~~teaching of the fundamentals of learning and the acquisition of skills have a strategic importance for the integration of individuals into society, as well as for growth, innovation and social cohesion, and whereas the complexity of jobs is increasing across all sectors and occupations and there is inflation in relative skills demand, even for low-skilled jobs;

Amendment 260 #

Motion for a resolution
Paragraph 17 a (new)

17 a. Reminds that many existing European transparency tools such as EQF, ECVET etc. have been developed in isolation; in order to allow individuals to better measure their progress and opportunities, and capitalise on the learning outcomes gained in different contexts, they need to be better coordinated and supported by quality assurance systems and embedded in a framework of national qualifications in order to build trust across sectors and actors, including employers;

Amendment 261 #

Motion for a resolution
Paragraph 18

18. Insists on the need to refocus on the role of non-formal education, which is key for the empowerment of people and especially for the more vulnerable and disadvantaged people, including people with special needs and disabled people, those who are low skilled and who have limited opportunities to access formal education;

Amendment 262 #

Motion for a resolution
Paragraph 18

18. Insists on the need to refocus on the role of non-formal education, which is key for the empowerment of people and especially those who are low skilled and who have limited opportunities to access formal education; believes that non-formal education providers and NGOs are in good position to reach out to the disadvantaged groups who are out of the formal education system and should be better supported in their role, to make sure that those most in need benefit from the Skills agenda;

Amendment 263 #

Motion for a resolution
Paragraph 18

18. Insists on the need to refocus on the role of non-formal education, which is key for the empowerment of people and especially those who are low skilled and who have limited opportunities to access formal education; non-formal education providers and NGOs are in good position to reach out to the disadvantaged groups who are out of the formal education system and should be better supported in their role, to make sure that those most in need benefit from skills agendas;

Amendment 264 #

Motion for a resolution
Paragraph 18 a (new)

18a. Calls on the Commission and the Member States to consider introducing common tools for the assessment of skills as part of the Europass scheme;

Amendment 265 #

Motion for a resolution
Paragraph 19

19. Stresses that non-formal learning, including volunteering and art activities, has a crucial role to play in stimulating the development of life skills such as team work, creativity and a sense of initiative while reinforcing self- esteem and motivation to learn. Further emphasizes the importance of informal educational programmes, sports activities and intercultural dialogue, with a view to actively involving citizens in societal and democratic processes and making them less vulnerable to radicalist propaganda;

Amendment 266 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 19

19. Stresses that non-formal learning, including volunteering, has a crucial role to play in stimulating the development of transferable knowledge, intercultural competences and life skills such as team work, creativity and a sense of initiative while reinforcing self- esteem and motivation to learn;

Amendment 267 #

Motion for a resolution
Paragraph 19

19. Stresses that non-formal learning, including volunteering, has a crucial role to play in stimulating the development of life skills such as team work, creativity and a sense of initiative while reinforcing self- esteem and motivation to learn; emphasises in this respect the decisive role of a number of young entrepreneurs' organisations that offer young people the chance to gain entrepreneurial experience and hence to develop an entrepreneurial spirit and acquire the confidence needed to be enterprising;

Amendment 268 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 19

19. Stresses that non-formal learning, including through volunteering, has a crucial role to play in stimulating the development of life skills such as team work, creativity and a sense of initiative while reinforcing self- esteem and motivation to learn;

Amendment 269 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 19 a (new)

19 a. Highlights that informal and non- formal settings, widely used in the context of community education and work with groups underrepresented in mainstream academic and adult education provision, play a key role for the inclusion of marginalised and vulnerable people; in this context, affirms the need to take into account the perspective and needs of women and girls, people with disabilities, LGBTI people, migrants and refugees and people from ethnic minorities;

Amendment 27 #

Motion for a resolution
Recital A

A. whereas skills, digital literacy included, have a strategic importance for growth, innovation and social cohesion and the complexity of jobs is increasing across all sectors and occupations and there is inflation in relative skills demand, even for low-skilled jobs;

Amendment 270 #

Motion for a resolution
Paragraph 19 a (new)

19 a. Calls on the Commission and Member States to support the development of skills to understand and esteem the essence of human dignity, freedom, fundamental rights, democracy, tolerance and respect via a greater number of informal educational programmes, volunteering opportunities, sports activities and intercultural dialogue fora, including religious centres, with a view to actively involving people in societal and democratic processes;

Amendment 271 #

Motion for a resolution
Paragraph 19 a (new)

19a. Stresses that informal and non- formal learning play a key role in efforts to include those who have the greatest difficulty in finding work and are therefore vulnerable; believes that action needs to be taken in this connection to involve migrants, refugees, asylum seekers and ethnic minorities and to take account of their specific needs;

Amendment 272 #

Motion for a resolution
Paragraph 19 a (new)

19 a. Believes that achieving validation means stimulating lifelong opportunities for all and fostering social inclusion and civic participation in our societies;

Amendment 273 #

Motion for a resolution
Paragraph 19 a (new)

19 a. Recognizes the importance of volunteering as one of the tools to acquire knowledge, experience and skills for enhancing employability and gaining professional qualifications;

Amendment 274 #

Motion for a resolution
Paragraph 19 a (new)

19a. Points to the importance of close links between learning environments and families, with a view to promoting community-based informal and non- formal education;

Amendment 275 #

Motion for a resolution
Paragraph 19 a (new)

19 a. Calls on Member States to fully implement Council recommendation of 20 December 2012 on the validation of non- formal and informal learning;

Amendment 276 #

Motion for a resolution
Paragraph 19 a (new)

19 a. Notes the need to provide easily accessible information in accessible form on how the adults benefit from improved skills throughout their careers;

Amendment 277 #

Bogdan Brunon WENTA, Marc JOULAUD, Santiago FISAS AYXELÀ

Motion for a resolution
Paragraph 19 b (new)

19 b. Underlines that informal and non- formal settings also provide opportunities for active promotion of common values of freedom, tolerance and non- discrimination, for learning about citizenship, sustainability and Human Rights, including women's and children rights;

Amendment 278 #

Motion for a resolution
Paragraph 19 b (new)

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

Amendment 279 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 20

20. ~~Asks for validation and recognition arrangements to be put in place by 2018 to ensure that the upskilling pathways are a success20 ; _________________ 20~~Calls on the Member States for the full and timely implementation of the Council Recommendation of 1920 December 2016.2 on the validation of non- formal and informal learning;

Amendment 28 #

Motion for a resolution
Recital A

A. whereas skills have a strategic importance for employability, growth, innovation and social cohesion and the complexity of jobs is increasing across all sectors and occupations and there is inflation in relative skills demand, even for low-skilled jobs;

Amendment 280 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 20

20. ~~Asks for validation and recognition arrangements to be put in place by 2018~~Calls on the Member States to introduce procedures for the recognition of informal and non-formal education, drawing on the best practices of Member States who have already introduced tools of that kind, to ensure that the upskilling pathways are a success20 ; _________________ 20 Council Recommendation of 19 December 2016.

Amendment 281 #

Motion for a resolution
Paragraph 20

20. ~~Asks for~~Suggests that Member States which so wish validat~~ion~~e and recogni~~tion~~se arrangements to be put in place by 2018 to ensure that the upskilling pathways are a success20 ; _________________ 20 Council Recommendation of 19 December 2016.

Amendment 282 #

Motion for a resolution
Paragraph 20

20. Asks for accessible validation and recognition arrangements, adapted to the needs of individuals, in particular those of vulnerable groups such as persons with disabilities, to be put in place by 2018 to ensure that the upskilling pathways are a success20 ; _________________ 20 Council Recommendation of 19 December 2016.

Amendment 283 #

Motion for a resolution
Paragraph 20

20. Asks for validation and recognition arrangements to be put in place by 2018 to ensure that the upskilling pathways are a success20 ; notes in this regard the importance of policy response aimed at groups furthest from the labour market _________________ 20 Council Recommendation of 19 December 2016.

Amendment 284 #

Motion for a resolution
Paragraph 20 a (new)

20 a. Stresses the importance of career guidance in supporting low-skilled adults; notes in this regard the importance of capacity and quality of the Member States' public and private employment services;

Amendment 285 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 20 a (new)

20 a. Feels that commodification of the education system has led to credentialism and educational inflation which in its own way has resulted in a lack of recognition of non-formal and informal education;

Amendment 286 #

Motion for a resolution
Paragraph 20 a (new)

20 a. Calls on the Commission to present and on Member States to endorse a Quality Framework for Apprenticeships1d; _________________ 1dTo be built on the Opinion of the Advisory Committee on Vocational Training on "A Shared Vision for Quality and Effective Apprenticeships and Work- based Learning" adopted on 2 December 2016

Amendment 287 #

Motion for a resolution
Paragraph 20 b (new)

20 b. Notes the need to provide easily accessible information in accessible form on how the adults benefit from improved skills throughout their careers;

Amendment 288 #

Motion for a resolution
Paragraph 20 c (new)

20 c. Calls on Member States to further develop their validation systems and increase awareness of available validation service; encourages them to build more accessible, attractive and open pathways to further education, e.g. continuing VET learning;

Amendment 289 #

Motion for a resolution
Paragraph 20 d (new)

20 d. Stresses that more needs to be done to open up validation of skills to labour market and third sector initiatives; encourages other stakeholders to take part in validation activities while ensuring the desired set of quality conditions;

Amendment 29 #

Motion for a resolution
Recital A a (new)

Aa. whereas the European Parliament shares and supports the Commission's efforts to invest in human capital as a key resource for the EU's competitiveness, and whereas the quality of teachers is a prerequisite for the quality of education;

Amendment 290 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Subheading 5

Fostering digital, STEM, linguistic and entrepreneurial skills

Amendment 291 #

Motion for a resolution
Paragraph 21

21. ~~Insists on the need to incorporate new technologies in the teaching and learning process~~Calls on the Member States to transform their educational systems (eg: teaching methods and curricula), including vocational training programs, in order to incorporate new technologies in the teaching and learning process, as well as to facilitate education through hands- on and real-life experiences, in order to equip people with the right set of skills, competences and knowledge;

Amendment 292 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 21

21. Insists on the need to incorporate new technologies in the teaching and learning process ~~in order to equip people with the right set of skills, competences and knowledge~~and to ensure the development of the full range of digital skills that individuals and companies across the country need in an increasingly digital economy; furthermore, stresses the need for more collaborative, coordinated and targeted approach for the development and implementation of digital skills´ strategies;

Amendment 293 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 21

21. Insists on the need to ~~incorporate~~factor new technologies into the teaching and learning process in order to equip people with the right set of skills, competences and knowledge; points out, however, that digital changes do not detract from the paramount importance of teaching basic skills, including handwriting, which forms part of the acquisition of an individual's drafting and summarising skills and also constitutes acculturation, or in other words the taking-on by the individual of national cultural characteristics;

Amendment 294 #

Motion for a resolution
Paragraph 21

21. Insists on the need to incorporate new technologies in the teaching and learning process, while highlighting the need for age-appropriate ICT and media curricula that respect child development and wellbeing and emphasise the importance of both responsible use and critical thinking in order to equip people with the right set of advanced knowledge, multidisciplinary skills, competences and knowledge;

Amendment 295 #

Motion for a resolution
Paragraph 21

21. Insists on the need to incorporate new technologies in the teaching and learning process in order to equip people with the right set of skills, competences and knowledge; while highlighting the need for age-appropriate ICT and media curricula that respect individual development and well-being and emphasise the importance of both responsible use and critical thinking;

Amendment 296 #

Motion for a resolution
Paragraph 21

21. Insists on the need to incorporate new technologies in the teaching and learning process in order to equip people with the right set of skills, competences and knowledge; stresses that if this training is to be successful, account must be taken of the children's age, and early guidance in responsible ICT use and critical thinking is essential;

Amendment 297 #

Motion for a resolution
Paragraph 21

21. Insists on the need to incorporate new technologies in the teaching and learning process in order to equip people with the right set of skills, competences and knowledge, promoting the responsible use of new tools and fostering the development of a critical spirit;

Amendment 298 #

Motion for a resolution
Paragraph 21

21. Insists on the need to incorporate new technologies in the teaching and learning process in order to equip people with the right set of skills, competences and knowledge; recalls the need to encourage girls and young women to pursue ICT studies;

Amendment 299 #

Motion for a resolution
Paragraph 21

21. Insists on the need to finance and incorporate new technologies in the teaching and learning process in order to equip people with the right set of skills, competences and knowledge;

Amendment 3 #

Motion for a resolution
Citation 2 a (new)

- having regard to UN Convention on the Rights of Persons with Disabilities, ratified by the EU in 2010,

Amendment 30 #

Motion for a resolution
Recital A a (new)

A a. Whereas the Charter of Fundamental Rights of the European Union enshrines the right to have access to vocational trining and life-long learning;

Amendment 300 #

Motion for a resolution
Paragraph 21 a (new)

21a. Points to the need to identify the skills required for new-technology jobs and promote the acquisition of the digital skills sought by mid-cap, micro, small and medium-sized businesses; draws attention in particular to the fact that, in the digital era, the acquisition of skills takes place in a context of swift change that can destabilise jobs markets and to the consequent need for lifelong learning to help people adjust to change;

Amendment 301 #

Motion for a resolution
Paragraph 21 a (new)

21 a. Believes that greater importance should be given to STEM education in view of improving digital learning and teaching;

Amendment 302 #

Motion for a resolution
Paragraph 21 b (new)

21 b. Highlights the close link between creativity and innovation, therefore calls for the inclusion of the arts and creative learning in the STEM learning agenda;

Amendment 303 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 21 a (new)

21 a. Calls on Member States to encourage girls and young women to study STEM subjects and increase representation of women in STEM areas;

Amendment 304 #

Motion for a resolution
Paragraph 22

22. ~~Welcomes the Commission’s proposal to urge~~Suggests that Member States towhich so wish draw up comprehensive national strategies for digital skills; ~~points out however that in order for these strategies to be effective, there is a need for strong pedagogical leadership from teachers at all levels of education;~~

Amendment 305 #

Motion for a resolution
Paragraph 22

22. Welcomes the Commission’s proposal to urge Member States to draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for strong pedagogical leadership and innovation from teachers at all levels of education that is based on a clear vision for an age- and development- appropriate media pedagogy, as well as adequate continuous teacher training; further underlines the need for digital leadership with an understanding of how to create business models and business processes for the digital world;

Amendment 306 #

Angel DZHAMBAZKI, Remo SERNAGIOTTO, Andrew LEWER, Jana ŽITŇANSKÁ, Emma McCLARKIN

Motion for a resolution
Paragraph 22

22. Welcomes the Commission’'s proposal to urge Member States to draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for ~~strong~~innovative pedagogical ~~leadership~~approaches from teachers at all levels of education based on solid knowledge about age- and development- appropriate media pedagogy; stresses the need for adequate initial and continuous teacher training in this regard;

Amendment 307 #

Silvia COSTA

Motion for a resolution
Paragraph 22

22. Welcomes the Commission’s proposal to urge Member States to draw up comprehensive national strategies for digital skills, with special attention being paid to closing the digital divide, in particular for older persons; points out however that in order for these strategies to be effective, there is a need for strong pedagogical leadership from teachers at all levels of education;

Amendment 308 #

Motion for a resolution
Paragraph 22

22. Welcomes the Commission’s ~~proposal~~efforts to urge Member States to draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for strong pedagogical leadership from teachers at all levels of education and an exchange of best practices;

Amendment 309 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 22

22. Welcomes the Commission’s proposal to urge Member States to draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for systematic teacher training programmes and strong pedagogical leadership from teachers at all levels of education;

Amendment 31 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Recital B

B. whereas many low-skilled jobs now require ~~greater literacy, numeracy~~proficiency in the fundamentals of learning, that is to say, reading, writing, and arithmetic, and in other basic skills and even low-skilled jobs within the service sector increasingly include more demanding non-routine tasks (EC, 2016b);

Amendment 310 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 22

Amendment 311 #

Motion for a resolution
Paragraph 22

Amendment 312 #

Motion for a resolution
Paragraph 22

Amendment 313 #

Motion for a resolution
Paragraph 22

Amendment 314 #

Motion for a resolution
Paragraph 22

22. Welcomes the Commission’s proposal to urge Member States to draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for ~~strong~~ pedagogical leadership ~~from teachers at all levels of education~~tailored to each level of education and for teachers to receive the appropriate initial and on-going training in order to provide this;

Amendment 315 #

Motion for a resolution
Paragraph 22 a (new)

22 a. Calls on the Member States to reinforce their efforts to improve media literacy in school curricula and institutions of cultural education, and to develop initiatives at national, regional or local level covering all levels of formal, informal and non-formal education and training;

Amendment 316 #

Motion for a resolution
Paragraph 22 a (new)

22 a. Reiterates that the set of digital skills must include digital and media literacy, as well as critical and creative thinking; in order for leaners to become not only users of technologies but active creators, innovators and responsible citizens in a digitised world;

Amendment 317 #

Motion for a resolution
Paragraph 22 a (new)

22 a. Calls on Member states to make available opportunities for ICT training and the development of digital skills and media literacy at all levels of education; in this regard underlines the importance of open educational resources (OER) which ensure access to education for all;

Amendment 318 #

Motion for a resolution
Paragraph 22 b (new)

22 b. Draws the attention to the fact that in today's society, ensuring basic digital skills is an essential prerequisite for personal and professional fulfilment, but it is of the opinion that further efforts are needed in equipping people with more specific digital competences in order to be able to use digital technologies in an innovative and creative way;

Amendment 319 #

Motion for a resolution
Paragraph 22 b (new)

22 b. Underlines that media literacy allows citizens to have a critical understanding of different forms of media, thereby increasing and enhancing the resources and opportunities offered by 'digital literacy';

Amendment 32 #

Motion for a resolution
Recital B

B. whereas ~~many low-skilled~~all jobs now require greater literacy, numeracy and other basic skills and ~~even low-skilled jobs within the service sector~~ increasingly include more demanding non-routine tasks (EC, 2016b);

Amendment 320 #

Motion for a resolution
Paragraph 22 c (new)

22 c. Believes that more STEM should be predominantly focused in early childhood and primary education because the earlier people acquire these skills, the better chances they will have to succeed in their education and professional pathways; highlights also the need for education providers and employers to get more visible the concrete employment opportunities related to STEM-related skills;

Amendment 321 #

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning at all levels of education~~, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment~~;

Amendment 322 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning, including social entrepreneurship, at all levels of education, since instilling entrepreneurial spirit among the young at an early stage ~~is an effective way of combating youth unemployment~~will provide young people with more employment opportunities, which can support the fight against youth unemployment; points out in this context that becoming an entrepreneur always has to be a genuine choice and not the result of a lack of quality job opportunities;

Amendment 323 #

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning ~~at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment~~, including social entrepreneurship, at all levels of education and across various subjects, since fostering an entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment, as well as of encouraging creativity, critical thinking and leadership skills contributing to local communities;

Amendment 324 #

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning, including social entrepreneurship, at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of fostering creativity and leadership skills, useful to set up social projects, contribute to local communities, and also combating youth unemployment;

Amendment 325 #

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning at all levels of education, including social entrepreneurship, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment; emphasises the importance of learning from experience and the concept of 'positive failures' in this context;

Amendment 326 #

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning and to encourage women entrepreneurship at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment;

Amendment 327 #

Motion for a resolution
Paragraph 23

Amendment 328 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning, including social entrepreneurship, at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of developing creativity, teamwork and leadership skills and also of combating youth unemployment;

Amendment 329 #

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning, including internships and traineeships, at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment and developing entrepreneurship among young people;

Amendment 33 #

Motion for a resolution
Recital B a (new)

Ba. whereas the skills and know-how of our societies are the sole basis for prosperity and for safeguarding our social achievements;

Amendment 330 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 23

Amendment 331 #

Motion for a resolution
Paragraph 23

23. Stresses the need to include elements of entrepreneurial learning at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment; points out that in order to do this the national authorities have the chance to cooperate closely with chambers of craft industries, chambers of commerce and industry and all other organisations of that type, so as to ensure that the apprenticeships tally both with the needs of the apprentices and with those of the enterprises and economic sectors concerned;

Amendment 332 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 23 a (new)

23 a. Considers that entrepreneurship education should include a social dimension since it boosts the economy whilst simultaneously alleviating deprivation, social exclusion and other societal problems, and address such subjects as fair trade, social enterprise, and alternative business models, such as co-operatives, in order to strive towards a more social, inclusive and sustainable economy;

Amendment 333 #

Motion for a resolution
Paragraph 23 a (new)

23 a. Reiterates that knowledge and skills related to science, technology, engineering and maths (STEM), especially in combination with creativity, are crucial in responding to the economic challenges we are facing and that developments in these fields underpin advances in scientific research across all disciplines and drive innovation and job creation across various sectors of EU´s economy;

Amendment 334 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 23 a (new)

23 a. Considers that STEM-related skills, if taught in a creative and learner- focused way, can foster a structured way of thinking that expands beyond the STEM subjects, ensuring better prospects in education, training and future career;

Amendment 335 #

Motion for a resolution
Paragraph 23 a (new)

23a. Encourages Member States to include in the curriculum the learning of at least one foreign language, on the basis of local, regional and sectoral needs;

Amendment 336 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 23 a (new)

23 a. Stresses the need to foster the involvment of women in STEM studies by tackling gender stereotypes from an early age;

Amendment 337 #

Motion for a resolution
Paragraph 23 b (new)

23 b. Calls on the Commission and the Member States to encourage and better support the interaction between education and training institutions, national authorities, businesses and other relevant stakeholders in order to identify and exchange views on how STEM and ICT skills shortages can be tackled in a structural way with long-term impact;

Amendment 338 #

Motion for a resolution
Paragraph 23 b (new)

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

Amendment 339 #

Dominique BILDE, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 23 b (new)

23b. Calls on the Commission to promote and further expand Erasmus+, with extra emphasis on developing foreign languages skills; reiterates its call for a greater focus on neighbouring languages in the field of VET in order to improve the position and increase employability in the cross-border labour market;

Amendment 34 #

Motion for a resolution
Recital C

C. whereas by 2025, 49 % of all job openings (including both new and replacement jobs) in all the EU Member States will require high-level qualifications, 40 % – medium- level qualifications, while only 11 % – low-level or no qualifications16 ; _________________ 16 Cedefop, forthcoming in EC, 2016b.

Amendment 340 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 23 b (new)

23 b. Calls on the Commission and the Member States to examine factors which discourage women from taking up an entrepreneurial, STEM or technology career path and to ensure that educational systems as well as related measures and activities actively strive for gender equality;

Amendment 341 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 23 c (new)

23 c. Encourages Members States to establish, swiftly implement and regularly update national STEM strategy, fitting to each Member State's specific needs, applying bottom-up approach with triple helix cooperation;

Amendment 342 #

Motion for a resolution
Paragraph 24

24. Urges active dialogue and cooperation between the university community and the world of work (especially in the form of cooperation between large companies and SMEs, which is key to combating unemployment) aimed at developing educational programmes which equip young people with the requisite skills and competences;

Amendment 343 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 24

24. Urges active dialogue and cooperation between the ~~university community~~academic community, other educational and training institutions or actors, and the world of work, aimed at developing educational programmes which equip young people with the requisite skills and competences;

Amendment 344 #

Motion for a resolution
Paragraph 24

24. Urges active dialogue and cooperation between the university community and ~~the world of work aimed at~~society at large in order to develop~~ing~~ educational programmes which equip young people with the requisite skills and competences, for personal and professional advancement;

Amendment 345 #

Motion for a resolution
Paragraph 24

24. Urges active dialogue and cooperation between the university community, other educational actors and sectors and the world of work aimed at developing educational programmes which equip young people with the requisite skills and competences;

Amendment 346 #

Motion for a resolution
Paragraph 24

24. Urges active dialogue and cooperation between the university community, other educational actors and sectors, social partners and the world of work aimed at developing educational programmes which equip young people with the requisite skills and competences and knowledge;

Amendment 347 #

Motion for a resolution
Paragraph 24

24. Urges active dialogue, data- sharing and cooperation between the university community and the world of work aimed at developing educational programmes which equip young people with the requisite skills and competences;

Amendment 348 #

Motion for a resolution
Paragraph 24

24. Urges active dialogue and cooperation between the university community and the world of work, a~~imed at~~nd encourages universities to include traineeships in the curriculum and to develop~~ing~~ educational programmes which equip young people with the requisite skills and competences;

Amendment 349 #

Motion for a resolution
Paragraph 24

Amendment 35 #

Motion for a resolution
Recital C a (new)

C a. whereas Member States need to find ways to protect or promote longer term investment in education, research, innovation, energy and climate action and invest in the modernisation of education and training systems, including lifelong learning;

Amendment 350 #

Motion for a resolution
Paragraph 24 a (new)

24 a. The importance of traditional education and training Deplores the commodification of education, in particular the submissive adaptation of education to the labour market; Deplores that there has been continuing attacks waged on the arts and humanities and the idea of a liberal education in general; Believes that newly needed skillsets and educational training should work in tandem with traditional educational methods which have for many years striven to create critical, analytical, and independent people; Sees as extremely worrying the rise in anti-intellectualism and the descent to nihilism in the modern world; believes that education and training systems which have at their heart traditional arts and humanities are the best way to combat this and to protect human dignity and enlightenment;

Amendment 351 #

Motion for a resolution
Paragraph 24 a (new)

24a. Calls on the Member States to organise their education systems in such a way that the needs of the labour market are not disregarded and, in so doing, to foster interest in MINT subjects in all educational establishments and create incentives for women to work in the ICT sphere; calls on the Member States to develop EU-wide best practices as regards digital skills, job profiles and training;

Amendment 352 #

Motion for a resolution
Paragraph 24 a (new)

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

Amendment 353 #

Motion for a resolution
Paragraph 24 a (new)

24 a. Underlines the importance of investing in teachers and equipping them with new skills and teaching techniques in line with technological and societal developments; underlines the role of teachers as mentors, who should be able to teach students and future employees how to look for reliable information, how to analyze it and use it for specific purpose;

Amendment 354 #

Motion for a resolution
Paragraph 24 a (new)

24 a. Recalls the need to provide support and training for the trainers and educators in a fast changing world; in this respect calls the Commission and Member States to support, including financially, exchange of best practices and peer- learning;

Amendment 355 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 24 a (new)

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

Amendment 356 #

Motion for a resolution
Paragraph 24 a (new)

24 a. Calls for an increased involvement of civil society and social partners in the Digital Skills and Jobs Coalition;

Amendment 357 #

Motion for a resolution
Paragraph 24 a (new)

24 a. Stresses the importance of STEM skills and again regrets the gender imbalance in this area;

Amendment 358 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 24 b (new)

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

Amendment 359 #

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) ~~for~~, as a relevant type of education not only to enhancing employability and clearing the pathway to professional qualifications ~~for young people; calls on the Commission and the Member States to ensure that VET is made more relevant and is~~, but also leading to equal opportunities for all citizens, including from socially vulnerable and disadvantaged groups; calls on the Commission and the Member States to ensure adequate investment in VET, to guarantee that it is more relevant to learners, employers and society in a holistic and participatory educational approach, and to tailored it to labour market needs by making it~~hem~~ an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard;

Amendment 36 #

Motion for a resolution
Recital C a (new)

C a. Whereas, according to ILO, between 25 and 45 percent of the European workforce are either under or over-qualified for the jobs they do - a situation that is largely due to the fast paced change in the structure of Member State economies;

Amendment 360 #

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) for ~~enhancing~~helping people reach their full potential personally and professionally, sees this as a way of training that enhances employability and clear~~ing~~s the pathway to professional qualifications for young people; calls on the ~~Commission and the~~ Member States to ensure that VET is made more relevant and is tailored ~~to labour market need~~first and foremost to the needs of individuals by making them an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard;

Amendment 361 #

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) as a valuable and relevant education not only for enhancing employability and clearing the pathway to professional qualifications for young people~~; calls on the Commission and the Member States to ensure that VET is made more relevant and~~ but also for enabling accessible education for all and to allow learners to acquire the knowledge they want; calls on the Commission and the Member States to ensure that there is adequate investment in VET and that it is made more relevant for employers, learners and society and that it is tailored to labour market needs by making them an integral part of the education system, employing a holistic and participatory educational approach, and to guarantee high qualification standards and quality assurance in this regard;

Amendment 362 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) as a valuable and relevant education not only for enhancing employability and clearing the pathway to professional qualifications for young people but also for enabling access to quality education for all; calls on the Commission and the Member States to ensure th~~at VET is made more relevant~~ere is adequate investment in VET and that VET is made more relevant for employers, learners and society and is tailored to labour market needs by making them an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard;

Amendment 363 #

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) for enhancing employability and clearing the pathway to professional qualifications for young people; calls on the Commission and the Member States to ensure that VET is made more relevant and is tailored to labour market needs (with these being regularly re-assessed in the form of a dialogue between enterprises, and particularly SMEs, and the competent authorities in the Member States) by making them an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard;

Amendment 364 #

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) for enhancing employability and clearing the pathway to professional qualifications for young people; calls on the Commission and the Member States to ensure that VET is made more relevant and is tailored to labour market needs by making them an integral part of the education system via a participatory, integrated and coordinated approach, and to guarantee high qualification standards and quality ~~assurance in this regard~~;

Amendment 365 #

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) for enhancing employability and clearing the pathway to professional qualifications for young people, as well as for smoothing the integration of refugees and asylum seekers; calls on the Commission and the Member States to ensure that VET is made more relevant and is tailored to labour market needs by making them an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard;

Amendment 366 #

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) for enhancing employability and clearing the pathway to professional qualifications for young people; calls on the Commission and the Member States to ensure that VET is made more relevant and is tailored to labour market needs by making them an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard; Underlines the need for closer collaboration between VET and higher education providers in order to ensure successful transition of VET graduates to higher education;

Amendment 367 #

Motion for a resolution
Paragraph 25

25. Reiterates the importance of vocational education and training (VET) for enhancing employability and clearing the pathway to professional qualifications for young people; calls on the Commission and the Member States to ensure that VET is made more relevant and is tailored to labour market needs by making them an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard and thus avoid the sort of distortions that have occurred in connection with the Youth Guarantee scheme;

Amendment 368 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 25 a (new)

25 a. Underlines the need to strengthen the vocational and career guidance practices both in the education system and the adult education towards skills and competences needed within countries perspective branches and sectors with high added value and investment potential;

Amendment 369 #

Motion for a resolution
Paragraph 26

~~26. Highlights the need to investigate the possibility for inter-sectorial mobility not only in the VET teacher profession but also among schools as a whole;~~deleted

Amendment 37 #

Motion for a resolution
Recital C a (new)

Ca. whereas cooperation in the area of education at EU level is voluntary, which marks a fundamental difference between education and employment, a policy area which is on a much more firmly Community footing;

Amendment 370 #

Motion for a resolution
Paragraph 26

26. ~~Highlights the need to investigate~~Encourages the Member States to further develop the possibility for inter- sectorial mobility not only in the VET teacher profession but also among schools as a whole;

Amendment 371 #

Motion for a resolution
Paragraph 26

26. Highlights the need to investigate the possibility for inter-sectorial mobility not only in the VET teacher profession but also among schools a~~s a whole~~nd educational institutions as a whole; stresses however that the VET learning mobility needs increased support and promotion as its targets are still far from being achieved;

Amendment 372 #

Motion for a resolution
Paragraph 26

26. Highlights the need to investigate the possibility for inter-sectorial mobility not only in the VET teacher profession but also among schools a~~s a whole~~nd educational institutions as a whole; reminds that the target for learning mobility in the VET sector in the Erasmus+ programme is far from being achieved and further attention should be given to it;

Amendment 373 #

Motion for a resolution
Paragraph 26

26. Highlights the need to investigate the possibility for inter-sectorial mobility not only in the VET teacher profession but also among schools as a whole; points out that the objective of learning mobility in the VET sector by means of the Erasmus+ Programme is far from being achieved, and that special attention should be focused on this;

Amendment 374 #

Motion for a resolution
Paragraph 26

26. Highlights the need to investigate the possibility for inter-sectorial mobility not only in the VET teacher profession but also among schools as a whole; reminds in this regard that the target for learning mobility in the VET sector in the Erasmus+ programme is far from being achieved and further attention should be given to it;

Amendment 375 #

Motion for a resolution
Paragraph 26 a (new)

26 a. Stresses the need to develop VET teachers' competences to deliver entrepreneurial skills to students in close cooperation with the SMEs; stresses in this regard the promotion of flexible recruitment practices (e.g. teachers with industry experience);

Amendment 376 #

Motion for a resolution
Paragraph 26 a (new)

26 a. Recalls that more support for learners´ and teachers' mobility is needed; calls, therefore, Member States to include mobility support in their national programmes to assist a large share of young people to benefit from an experience abroad;

Amendment 377 #

Motion for a resolution
Paragraph 26 a (new)

26 a. Calls on Member States rebrand VET, with adequate investment and qualified staff, reinforcing the link to the labour market, employers and creating the awareness of VET as valuable education and career path;

Amendment 378 #

Motion for a resolution
Paragraph 26 a (new)

26a. Calls for language learning schemes for migrants to be introduced in connection with professional training efforts;

Amendment 379 #

Motion for a resolution
Paragraph 26 a (new)

26a. Regards efforts to ease the transition between academic and vocational education as essential;

Amendment 38 #

Motion for a resolution
Recital C a (new)

C a. whereas, skills and competences go hand in hand and therefore the link between them should be further strengthened in the Agenda;

Amendment 380 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 26 b (new)

26 b. Calls on the Member States to reflect the growing need of support teaching personnel, such as classroom assistants and special needs learning support assistants;

Amendment 381 #

Motion for a resolution
Paragraph 27

27. ~~Stresses the need to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options~~Calls on the European Commission and the Member States to increase the attractiveness and position VET and VET mobility as an important choice leading to a promising career, by making sure that young people and their families have access to information on VET options, by ensuring access to all, gender balance and non-discrimination in VET programmes; calls for specific targets such as the implementation of a fully operational credit transfer system and recognition by using ECVET;

Amendment 382 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 27

27. Stresses the need to increase the attractiveness of VET by boosting its visibility, giving proper credit to its achievements and making the image of this sector more positive, while making sure that young people and their families have access to information on VET apprenticeship options;

Amendment 383 #

Motion for a resolution
Paragraph 27

27. Stresses the need to increase the attractiveness of VET by making sure that young people ~~and their families~~ have access to information and guidance on VET options;

Amendment 384 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 27

27. Stresses the need for the competent national authorities to work in close cooperation with VET institutions, chambers of trade and crafts, chambers of commerce and industry and any other equivalent local body in order to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options or other future employment opportunities at local and national level;

Amendment 385 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 27

27. Stresses the need to increase the attractiveness of VET and make apprenticeships a priority by making sure that young people and their families have access to information on VET options by creating more bridges between VET and traditional education and by making VET a true path of excellence, provided from a very early age and at all levels of education;

Amendment 386 #

Sergio GUTIÉRREZ PRIETO, Javi LÓPEZ

Motion for a resolution
Paragraph 27

27. Stresses the need to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options; by public investment in the quality of VET and making it increasingly relevant for learners;

Amendment 387 #

Motion for a resolution
Paragraph 27

27. Stresses the need to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options, especially in relation to career paths and guidance;

Amendment 388 #

Motion for a resolution
Paragraph 27

27. Stresses the need to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options and by ensuring it is affordable and available for everyone;

Amendment 389 #

Silvia COSTA

Motion for a resolution
Paragraph 27 a (new)

27a. In order to reduce dropping out of education or training and the number of NEETs, calls on the Commission and Member States to develop and compare the best experiences of partnerships between education and vocational training by means of cooperation between secondary schools and undertakings in order, including by means of apprenticeships, to create second-chance opportunities, achieve greater integration between systems and tailor skills better to actual needs;

Amendment 39 #

Motion for a resolution
Recital C b (new)

Cb. whereas Articles 165 and 166 TFEU make the Member States responsible for general education, including higher education and vocational training;

Amendment 390 #

Motion for a resolution
Paragraph 27 a (new)

27 a. Encourages the Member States to establish quality dual education and vocational training systems in coordination with local and regional economic actors, following the exchange of best practices and in line with the specific nature of each educational system, in order to overcome the existing and future skills mismatch;

Amendment 391 #

Motion for a resolution
Paragraph 27 a (new)

27 a. Maintains that the main responsibility for the quality of VET education lies at the Member State and regional level; calls for Commission's effort to promote vocational education and to facilitate the exchange of best practices.

Amendment 392 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 27 b (new)

27 b. Calls on the Member States to improve data collection mapping the career trajectories of VET learners to better address their employment prospects, assess the quality of VET education and inform student's career choices;

Amendment 393 #

Motion for a resolution
Subheading 7

~~Boosting lifelong learning opportunities for all~~Teachers and trainers

Amendment 394 #

Motion for a resolution
Paragraph 27 a (new)

27 a. Underlines the importance of lifelong learning for the self-development of workers, including staying up to date with ever-changing working conditions22a and of creating opportunities for all in order to foster a culture of learning at all ages in Europe; encourages the Commission and the Member States to promote and invest in lifelong learning in particular in countries with a participation rate below the 15% benchmark; _________________ 22a European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))

Amendment 395 #

Motion for a resolution
Subheading 7 a (new)

Welcomes the initiatives taken by the Commission to promote VET education; recognises that VET mobility has not yet reached its potential; considers that additional funding to VET institutions could contribute to enhancing VET mobility as well as increasing the quality, relevance and inclusiveness of VET education;

Amendment 396 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 27 b (new)

27 b. Calls on the Commission, the Member States and the social partners to develop and put in place policies that provide for educational and training leave, as well as in-work vocational training and life-long learning, including in Member States other than their own; calls on them to make learning inside and outside work, including paid study opportunities, accessible to all workers and in particular to those in disadvantaged situations, and with an emphasis on women employees in sectors where women are structurally underrepresented23a; _________________ 23aEuropean Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))

Amendment 397 #

Motion for a resolution
Paragraph 28

28. Stresses that ~~the~~ upskilling ~~of all teachers would be the prerequisite for the delivery of the Skills Agenda and that further eff~~requires an upgrading of the teaching profession, in particular by restoring its status and authority; strongly reaffirms that, unfortunately, teachers all too often find themselves having to replace parents in their role as educatorts and ~~analyses have to be made in attracting talents to this~~calls on Member States to remedy this situation by restoring the family to the centre of the educational profcess~~ion~~ and by encouraging a dialogue between schools and parents;

Amendment 398 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 28

28. Stresses that improving the status and valorisation as well as the upskilling of all teachers and educators would be the prerequisite for the delivery of the Skills Agenda and that further efforts ~~and analys~~, such as innovative recruitment, attractive working conditions including remuneration, better access to further training during working time and retention policies, have to be made into attract and retaing talents ~~to this profession~~in this profession; welcomes the Commission's recognition of the importance of retaining staff in the education sector and asks for a study on good practice in this area;

Amendment 399 #

Motion for a resolution
Paragraph 28

28. Stresses that the upskilling of all teachers ~~would be the~~is a prerequisite for the ~~delivery~~implementation of the New Skills Agenda and that further efforts and analyses have to be made ion attracting talents to this profession, underlines that enhancing innovative teaching and learning practices and facilitate mobility and exchange of best practices could be one step forward this goal;

Amendment 4 #

Motion for a resolution
Citation 3 a (new)

- having regard to its resolution of 6 July 2010 on promoting youth access to the labour market, strengthening trainee, internship and apprenticeship status1a, _________________ 1a OJ C 351 E, 2.12.2011, p. 29

Amendment 40 #

Motion for a resolution
Recital C b (new)

C b. whereas, the development of future-oriented sectors, in particular the green and circular economy, has a determinant role on the types of skills needed;

Amendment 400 #

Motion for a resolution
Paragraph 28

28. ~~Stresses that~~Encourages the upskilling of all teachers ~~would be the prerequisite for the delivery of the S~~in order to expand their skills ~~Age~~, anda andlso hopes that further efforts and analyses ~~have to~~will be made in attracting talents to this profession;

Amendment 401 #

Motion for a resolution
Paragraph 28

28. Stresses that the upskilling of all teachers trainers and mentors would be the prerequisite for the delivery of the Skills Agenda and that further efforts and analyses have to be made in attracting talents to this profession; notes that this requires the consideration for and the valorisation of teachers, attractive remuneration and working conditions, better access to further training during working time especially in digital didactics, as well as measures to protect against and prevent violence and harassment in educational institutions; calls on the Commission to encourage more gender equality in the teaching profession;

Amendment 402 #

Motion for a resolution
Paragraph 28

28. Stresses that the upskilling of all teachers and educators would be the prerequisite for the delivery of the Skills Agenda and that further efforts and analyses have to be made in attracting talents to this profession; notes that this requires the consideration for and the valorisation of teachers, attractive remuneration and working conditions, better access to further training during working time especially in digital didactics, as well as measures to protect against and prevent violence and harassment in educational institutions; calls on the Member States to encourage more gender equality in the teaching profession;

Amendment 403 #

Motion for a resolution
Paragraph 28

28. Stresses that the upskilling of all teachers and educators would be the prerequisite for the delivery of the Skills Agenda and that further efforts and analyses have to be made in attracting talents to this profession; calls on Member States to introduce incentives for attraction and motivation of young people and teachers to join and work in the education system;

Amendment 404 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 28

28. Stresses that the upskilling of all ~~teache~~educators would be the prerequisite for the delivery of the Skills Agenda and that further efforts and analyses have to be made in attracting talents to this profession;

Amendment 405 #

Motion for a resolution
Paragraph 28

28. Stresses that the upskilling of all teachers and trainers would be the prerequisite for the delivery of the Skills Agenda and that further efforts and analyses have to be made in attracting talents to this profession;

Amendment 406 #

Motion for a resolution
Paragraph 28 a (new)

28 a. Reminds that teachers education has been significantly affected by the economic and financial crises;

Amendment 407 #

Motion for a resolution
Paragraph 28 a (new)

28 a. Recommends the Member States to provide incentives to recruit candidates for teacher profession with high-level competencies and to reward effective teachers;

Amendment 408 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 29

29. ~~Emphas~~Believes teachers and trainers play a key role on learners' performance; recognises the need to invest and support the professional development of teachers of all educational sectors and to establish lifelong career guidance services, is also an ongoing priority throughout the EU;

Amendment 409 #

Motion for a resolution
Paragraph 29

29. Emphasises the need to invest in and support the initial and continuous professional development of teachers ofand trainers in all educational sectors, as well as to ensure quality working conditions, and to establish lifelong career guidance services;

Amendment 41 #

Dominique BILDE, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Recital D

D. whereas a European skills and jobs survey has revealed that about 45% of ~~the EU’s~~ adult workers in the Member States as a whole believe that their skills can either be better developed or utilised at work;

Amendment 410 #

Motion for a resolution
Paragraph 29

29. Emphasises the need to invest and support the initial and continuous professional development of teachers and good quality working conditions of all educational sectors and to establish lifelong career guidance services;

Amendment 411 #

Motion for a resolution
Paragraph 29

29. Emphasises the need to invest and support the initial and continuous professional development of teachers of all educational sectors and to establish lifelong career guidance services;

Amendment 412 #

Motion for a resolution
Paragraph 29 a (new)

29 a. Stresses that in order for any up skilling to take place the adequate resources, both financial and human, should be forthcoming; emphasises that adequate paid training days, which do not interfere with teachers holidays, or free time, should be provided to do so;

Amendment 413 #

Motion for a resolution
Paragraph 29 a (new)

29 a. Calls on the Member States to expand second chance education and training opportunities to better integrate groups at risk to the labour market;

Amendment 414 #

Motion for a resolution
Paragraph 29 a (new)

29 a. Welcomes the Commission proposals concerning the Skills Profile Tool for third-country nationals and hopes for rapid progress in this endeavour;

Amendment 415 #

Motion for a resolution
Paragraph 29 a (new)

29 a. Recalls the need to include lifelong learning in a broader context of occupational literacy;

Amendment 416 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 29 b (new)

29 b. Calls on the Member States to invest strongly into teachers' lifelong learning experience in order to reflect changes in education and to ensure their continuous professional development;

Amendment 417 #

Motion for a resolution
Paragraph 30

30. Calls on the ~~Commission and the~~ Member States to continue to make VET education and training more visible and to enhance its attractiveness; ~~calls on the Commission to encourage~~suggests that Member States ~~to set~~establish further targets to encourage work- based learning in VET programmes by relying on a productive dialogue with SMEs, which are best placed to communicate the requirements of the business world;

Amendment 418 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 30

30. ~~Calls on~~Encourages the Commission and the Member States ~~to continue to make~~, where necessary, to make the scope for VET education and training better known and more visible and to enhance its attractiveness; calls on the Commission to encourage Member States to set further targets to encourage work- based learning in VET programmes;

Amendment 419 #

Motion for a resolution
Paragraph 30

30. Calls on the Commission and the Member States to continue to make ~~VET~~vocational education and training more visible and to enhance its attractiveness; calls on the Commission to encourage Member States to set further targets to encourage work- based learning in VET programmes;

Amendment 42 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Recital E

E. whereas skills mismatches isare a worrying phenomenon affecting individuals and businesses, creating skill gaps and skill shortages, and isare one of the causes of unemployment17 ; whereas a further disastrous consequence of this problem is the brain drain, depriving not only rural and outlying areas, but also some Member States of all-important human and economic resources needed for their economic growth; _________________ 17 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching

Amendment 420 #

Angel DZHAMBAZKI, Remo SERNAGIOTTO, Jana ŽITŇANSKÁ

Motion for a resolution
Paragraph 30

30. Calls on the Commission and the Member States to continue to make VET education and training more visible and to enhance its quality and attractiveness; calls on the Commission to encourage Member States to set further targets to encourage work- based learning in VET programmes;

Amendment 421 #

Motion for a resolution
Paragraph 30

30. Calls on the Commission and the Member States to continue to make VET education and training more visible and to enhance its attractiveness; calls on the Commission to encourage Member States to set further targets to ~~encourag~~stimulate work- based learning in VET programmes;

Amendment 422 #

Motion for a resolution
Paragraph 30 a (new)

30 a. Reminds that many existing European transparency tools such as EQF, ECVET etc. have been developed in isolation; in order to allow individuals to better measure their progress and opportunities, and capitalise on the learning outcomes gained in different contexts, they need to be better coordinated and supported by quality assurance systems and embedded in a framework of national qualifications in order to build trust across sectors and actors, including employers;

Amendment 423 #

Motion for a resolution
Paragraph 30 a (new)

30a. Calls for the development of tools to provide multilingual information about the existing opportunities for formal and informal learning, professional training, traineeships and voluntary work for migrants, refugees and asylum-seekers, in order to ease their access and help them to enter the labour market and become integrated into society;

Amendment 424 #

Motion for a resolution
Paragraph 30 a (new)

30 a. Urges the Commission to make the information on skills, training and available funding accessible to as wide a group of people as possible, taking into account the wide variety of impairments; calls on the Member States to make the design of websites and online platforms providing information on support services and funding accessible to people with disabilities;

Amendment 425 #

Motion for a resolution
Paragraph 30 a (new)

30 a. Calls on the Commission and the Member States to adopt a coordinated and integrated approach to social, education and employment policies in order to allow the constant development and adjustment of VET and enable people having completed this path to make the transition to higher levels of education and training;

Amendment 426 #

Motion for a resolution
Paragraph 30 a (new)

30 a. Welcomes the proposals on a Blueprint for Sectoral Co-operation on skills but regrets that renewable energies and green technologies will be part of the second wave, given their strategic importance;

Amendment 427 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 30 b (new)

30 b. Urges the Commission to make the information on skills, training and available funding accessible to as wide a group of people as possible, taking into account the wide variety of impairments; calls on the Member States to make the design of websites and online platforms providing information on support services and funding accessible to people with disabilities.

Amendment 428 #

Motion for a resolution
Paragraph 31

31. Calls on the Commission and the Member States to continue to ~~focu~~take into account the new needs in terms onf digital skills, in particular the digital transformation of the economy and re- shaping the way people work and do business~~, and takes note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy~~; stresses the need for a long-term assessment of all aspects of this transformation, both positive and negative, so that national authorities can implement ambitious strategies to support businesses and workers in this change;

Amendment 429 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 31

31. Calls on the ~~Commission and the~~ Member States to continue to focus on offering opportunities to its citizens, of all ages, to develop their digital skills, ~~in particular~~while fostering the digital transformation of the economy and re- shaping the way people learn, work and do business~~, and takes~~; in this regard, calls on the Member States to take note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;

Amendment 43 #

Motion for a resolution
Recital E

E. whereas skills mismatches is a worrying phenomenon affecting individuals and businesses, creating skill gaps and skill shortages and is one of the causes of unemployment17 ; whereas 26% of EU adult employees lack the skills they need for their job; _________________ 17 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching

Amendment 430 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 31

31. Calls on the Commission and the Member States to continue to focus on digital skills, in particular the digital transformation of the economy and re- shaping the way people work and do business, and takes note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy; calls for further involvement of civil society and social partners in the Digital Skills and Jobs Coalition;

Amendment 431 #

Motion for a resolution
Paragraph 31

31. Calls on the Commission and the Member States to continue to focus on digital skills and competences, in particular the digital transformation of the society and economy, ands well as re- shaping the way people work and do business, and takes note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;

Amendment 432 #

Motion for a resolution
Paragraph 31

31. Calls on the Commission and the Member States to continue to focus on digital skills and competences, in particular the digital transformation of the society and economy and re- shaping the way people work and do business, and takes note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;

Amendment 433 #

Motion for a resolution
Paragraph 31

31. Calls on the Commission and the Member States to continue to focus on digital skills, in particular the digital transformation of the economy and society and re- shaping the way people live, interact, work and do business, and takes note of the Commission’'s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;

Amendment 434 #

Motion for a resolution
Paragraph 31

31. Calls on the Commission and the Member States to continue to focus on digital skills, in particular the digital transformation of the economy and re- shaping the way people work and do business and the wider societal implications of these changes, and takes note of the Commission’'s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;

Amendment 435 #

Motion for a resolution
Paragraph 31

31. Calls on the Commission and the Member States to continue to focus on digital skills, in particular the digital transformation of society and the economy and re- shaping the way people work and do business, and takes note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;

Amendment 436 #

Motion for a resolution
Paragraph 32

32. Calls ~~for entrepreneurship education to be part of the curriculum in the Member States in order to~~on Member States, in drawing up study programmes, to take account of the relevance of education to entrepreneurship, so as to promote the development of an individual entrepreneurial mind-set in citizens;

Amendment 437 #

Motion for a resolution
Paragraph 32

32. Calls ~~for~~on the Member States to make entrepreneurship education ~~to be~~ part of the curriculum in ~~the Member States in~~ order to develop an individual entrepreneurial mind-set in citizens;

Amendment 438 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 32

32. Calls ~~for~~on the Member States to include early entrepreneurship education ~~to be~~as part of the curriculum in ~~the Member States in~~ order to develop an individual entrepreneurial mind-set in their citizens as a key competence which supports personal development, active citizenship, social inclusion and employability;

Amendment 439 #

Motion for a resolution
Paragraph 32

32. ~~Calls for~~Suggests that entrepreneurship education to be part of the curriculum in the Member States, according to their national priorities in this field, in order to develop an individual entrepreneurial mind-set in citizens;

Amendment 44 #

Motion for a resolution
Recital E a (new)

E a. whereas, despite a recent increase in the number of people who undergo digital education or training in the EU, there is still much to be done to align the European economy to the new digital era and close the gap between the number of job seekers and the number of unfilled jobs;

Amendment 440 #

Motion for a resolution
Paragraph 32

32. Calls for entrepreneurship education, including social entrepreneurship aspects, to be part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in citizens;

Amendment 441 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 32

32. Calls for entrepreneurship, including social entrepreneurship, education to be part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in citizens;

Amendment 442 #

Motion for a resolution
Paragraph 32

32. Calls for entrepreneurship education, including social entrepreneurship, to be part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in citizens;

Amendment 443 #

Motion for a resolution
Paragraph 32

32. Calls for entrepreneurship education including social entrepreneurship to be part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in citizens;

Amendment 444 #

Motion for a resolution
Paragraph 32

32. Calls for entrepreneurship education, including social entrepreneurship, to be part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in citizens;

Amendment 445 #

Motion for a resolution
Paragraph 32 a (new)

32 a. Calls on the Commission and on Member States that in the implementation of the initiative they place great emphasis on the coordination of various organisations directly or indirectly involved in skills development, such as ministries, local authorities, public employment and other agencies, education and training institutions, non- governmental organisations etc;

Amendment 446 #

Motion for a resolution
Paragraph 32 a (new)

32 a. Emphasises the huge innovation and employment potential of renewable energy sources, search for greater resource efficiency and energy efficiencies; calls on the Commission to integrate a specific energy and environmental strategy into the implementation of the New Skills Agenda with a view to education and employment;

Amendment 447 #

Motion for a resolution
Paragraph 32 a (new)

32 a. Encourages the Commission to develop equivalent competence frameworks for other key competences such as the competence of financial literacy in the same way as for digital and entrepreneurial skills;

Amendment 448 #

Motion for a resolution
Paragraph 33

33. Calls on the Commission in addition to develop a pan-European skill needs forecasting tool, which would make it possible to estimate future skill needs and adapt them better to the jobs available on the labour market;deleted

Amendment 449 #

Motion for a resolution
Paragraph 33

33. ~~Calls on the Commission in addition to develop a pan-European skill needs forecasting tool, which would make it possible to estimate future skill needs and adapt th~~Notes that, even though, competence for the content of teaching and the organisation of education and training systems lies with Mem be~~tter to the jobs available on the labour market~~r States, a concerted effort is required to achieve meaningful, sustainable results;

Amendment 45 #

Motion for a resolution
Recital E a (new)

E a. Whereas education is necessary to deepen critical thinking, expose people to great works of art and in particular great works of the past, and to enlighten the mind and the soul, it is not simply a means to serve the labour market;

Amendment 450 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 33

33. Calls on the Commission ~~in addition to~~and the Member States to look at the possibility of developing a pan-European skill needs forecasting tool, which would make it possible to estimate future skill needs ~~and adapt them better to the jobs available on the labour market~~;

Amendment 451 #

Motion for a resolution
Paragraph 33

33. ~~Cal~~Reminds the Member States also onf the ~~Commission in addition to develop a pan-European skill needs forecasting tool, which would make it possible~~need for them to develop a long- term vision, as far as possible, in order to estimate future skill needs and adapt them better to the jobs available on the labour market;

Amendment 452 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 33

33. Calls on the Commission ~~in addition to develop a pan-European skill needs fore~~to work closely with the European Centre for the Development of Vocasti~~ng tool, which would make it possible to estim~~onal Training, Cedefop, in order to better estimate and anticipate future skill needs and adapt them better to the jobs available on the labour market;

Amendment 453 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 33

33. Calls on the Commission in addition to develop a pan-European skill needs forecasting tool, which would make it possible to estimate future skill needs in both personal and professional lives of the people, and adapt them better to the jobs available on the labour market; however stresses the importance of transversal and life skills whose relevance does not change with labour market needs;

Amendment 454 #

Motion for a resolution
Paragraph 33

33. Calls on the Commission in addition, in consultation with industry and the services sector, to develop a pan- European skill needs forecasting tool, which would make it possible to estimate future skill needs and adapt them better to the jobs available on the labour market; calls, in this context, for extra attention to be devoted to cross-border regions and notes their important role;

Amendment 455 #

Motion for a resolution
Paragraph 33

Amendment 456 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 33 a (new)

33 a. Stresses the need for the New Skills agenda to be further elaborated, implemented and monitored in cooperation with all relevant stakeholders, including social partners, civil society organisations and non-formal education providers, employment services and local authorities; calls on the European Commission to foster the promotion of broader partnerships with these stakeholders;

Amendment 457 #

Motion for a resolution
Paragraph 33 a (new)

33 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 Member States, and social partners in order to match the needs of the labour market;

Amendment 458 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 34

~~34. Is of the opinion that the proposed ‘up-skilling pathways’ will make a tangible difference only if lessons are learned from the implementation of the Youth Guarantee;~~deleted

Amendment 459 #

Motion for a resolution
Paragraph 34

34. Is of the opinion that, in order for the proposed ‘up-skilling pathways’ ~~will~~to make a tangible difference ~~only if lessons are learned from~~, it is important to take account of experience of the implementation of the Youth Guarantee;

Amendment 46 #

Motion for a resolution
Recital E a (new)

E a. whereas, education is necessary to deepen critical thinking, expose people to great works of the past, and to enlighten the mind and the soul, it is not simply a means to serve the labour market;

Amendment 460 #

Motion for a resolution
Paragraph 34

34. Is of the opinion that the proposed ‘up-skilling pathways’ will make a tangible difference only if lessons - including in some cases negative ones - are learned from the implementation of the Youth Guarantee;

Amendment 461 #

Motion for a resolution
Paragraph 34 a (new)

34 a. Takes the view that ensuring the availability of information on sources of available financing options, programs and up-skilling is available in accessible formats and the financing programmes do not discriminate based on disability;

Amendment 462 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 34 b (new)

34 b. Takes the view that ensuring the availability of information on sources of available financing options, programs and up-skilling is available in accessible formats and the financing programmes do not discriminate based on disability;

Amendment 463 #

Motion for a resolution
Paragraph 35

35. Believes that equipping people with a minimum set of skills is not enough and that it is crucial to ensure that every individual is encouraged to acquire advanced skills and competences in order to better adapt to the future;deleted

Amendment 464 #

Angel DZHAMBAZKI, Remo SERNAGIOTTO, Andrew LEWER, Jana ŽITŇANSKÁ

Motion for a resolution
Paragraph 35

35. Believes that equipping people with a minimum set of skills is important, but not enough a~~nd that~~s it is crucial to ensure that every individual is encouraged to acquire advanced skills and competences in order to better adapt to the future;

Amendment 465 #

Dieter-Lebrecht KOCH

Motion for a resolution
Paragraph 35 a (new)

35a. Recalls that people with disabilities have special requirements, and thus need appropriate support in order to acquire skills; calls on the Commission and Member States, when implementing the new skills agenda, also to focus on accessible and non-discriminatory access for people with disabilities;

Amendment 466 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 36

~~36. Regrets the lack of dedicated funding for the implementation of the proposals, which might be an important obstacle to taking actions that make a real difference at national level;~~deleted

Amendment 467 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 36

36. ~~Regrets~~Stresses that the lack of dedicated funding for the implementation of the proposals~~, which~~ might be an ~~important~~ obstacle to taking actions that make a real difference at national level; draws attention to the need to make investment in the field of education and training more efficient;

Amendment 468 #

Motion for a resolution
Paragraph 36

36. RAlthough Member States should be encouraged to take full advantage of the existing sources of funding that are available to support the implementation of the Agenda, especially the European Social Fund, regrets the lack of dedicated funding for the implementation of the proposals, which might be an important obstacle to taking actions that make a real difference at national level;

Amendment 469 #

Motion for a resolution
Paragraph 36

36. Regrets the lack of dedicated funding for the implementation of the proposals, which might be an important obstacle to taking actions that make a real difference at national level; highlights that the proposed sources of funding – namely the ESF and Erasmus+ – are already being distributed at national level;

Amendment 47 #

Motion for a resolution
Recital F

F. whereas, currently, almost 23 % of the population aged 20-64 have a low level of education (pre-primary, primary or lower secondary education); whereas ~~low- qualified~~due to modern advancements in all sectors of economies there is less of a demand for traditional industries which previously gave employment opportunity to low- qualified workers, whereas these people now have fewer employment opportunities and are also more vulnerable to being in insecure jobs ~~and~~, in part due to failures of Member States and the EU to legislate against job insecurity and zero and low hours contracts, and as a result are twice as likely as highly qualified people to experience long-term unemployment (EC, 2016a);

Amendment 470 #

Motion for a resolution
Paragraph 36

36. Regrets the lack of dedicated funding for the implementation of the proposals, which might be an important obstacle to taking actions that make a real difference at national level; calls on the Commission to encourage more funding for skills as important human capital investments which bring not only social but also economic returns;

Amendment 471 #

Motion for a resolution
Paragraph 36 a (new)

36a. Calls on the Member States to focus on the training and further education of teachers, including practical experience and overseas internships, in order to help them to develop new skills such as ICT skills, entrepreneurial skills or inclusive education know-how;

Amendment 472 #

Motion for a resolution
Paragraph 36 a (new)

36 a. Calls on Member States to consider education and training as an investment and agree that a minimum of expenditure on education should be off the fiscal balance sheet so that the current crisis does not have a negative impact on education and training;

Amendment 473 #

Motion for a resolution
Paragraph 36 a (new)

36 a. calls on the Commission to encourage more funding for skills as important human capital investments which bring not only social but also economic returns;

Amendment 474 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 37

37. Calls on the Commission and Member States to make funding available in order to bridge the existing technological gap between educational institutions which are well equipped and those which are not, as part of the national strategies for digital skills; points out the need to address the digital divide and to ensure equal opportunities for all to obtain access to digital technologies, as well as competences, attitudes and motivation needed for meaningful digital participation;

Amendment 475 #

Motion for a resolution
Paragraph 37

37. Calls ~~on the Commission and Member States to make funding available in order to bridge the existing te~~for Member States to be freed from the budgetary constraints imposed by the European Treaties and to be able to make the necessary investments in schnool~~ogical gap between educational institutions which are well equipped and those which are not~~ infrastructure, in particular in order to meet the accessibility requirements for persons with disabilities, and for rural and remote areas to be targeted as a matter of priority, as part of ~~the~~ national strategies for skills, including digital skills;

Amendment 476 #

Motion for a resolution
Paragraph 37

37. C~~alls on the Commission and Member States to make funding available in order~~onsiders it desirable to bridge the existing technological gap between educational institutions which are well equipped and those which are not, as part of the national strategies for digital skills;.

Amendment 477 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 37

37. Calls on the Commission and Member States to make funding available in order to bridge the existing technological and digital gap between educational institutions which are well equipped and those which are not, as part of the national strategies for digital skills; strongly recommends addressing the digital divide, and give equal opportunities for all to obtain access to digital technologies, as well as competences, attitudes and motivation needed for digital participation;

Amendment 478 #

Motion for a resolution
Paragraph 37

37. Calls on the Commission and Member States to make funding available in order to bridge the existing technological gap between educational and training institutions which are well equipped and those which are not and to support teachers´ and trainers´ up-skilling in technology in order to keep pace with today's increasingly digital world, as part of the national strategies for digital skills;

Amendment 479 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 37

37. Calls on the Commission and Member States to make funding available in order to bridge the existing technological gap between educational institutions which are well equipped and those which are not, as part of the national strategies for digital skills; underlines the need to promote the access to internet among all groups and European regions;

Amendment 48 #

Motion for a resolution
Recital F

F. whereas, currently, almost 23 % of the population aged 20-64 have a low level of education (pre-primary, primary or lower secondary education); whereas low- qualified people have fewer employment opportunities and are also more vulnerable to being in insecure jobs and are twice as likely as highly qualified people to experience long-term unemployment (EC, 2016a);(Does not affect the English version.)

Amendment 480 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 37 a (new)

37 a. Highlights the need to improve the understanding and comparability of different qualifications across Member States; welcomes the proposed revision and further development of EQF and calls for a strengthened cooperation between Member States and all stakeholders; calls for greater consistency between EU qualification instruments – namely the EQF, ECVET and EQAVET;

Amendment 481 #

Motion for a resolution
Paragraph 37 a (new)

37a. Calls on Member States to make resources available to employers from all funds which permit this, in order to invest more in the digital training of their less skilled staff or to appoint low-skilled staff with the promise of further training financed from these sources;

Amendment 482 #

Motion for a resolution
Paragraph 37 a (new)

37 a. Asks the Commission and Member States to work, as well, on issues such as underachievement of pupils in some study fields, the low participation rates in adult learning, early school leaving, social inclusion, civic engagement, gender gaps and employability rates of graduates;

Amendment 483 #

Motion for a resolution
Paragraph 38

38. Calls on the Member States to foster cooperation and reinforce synergies between formal, non-formal and informal education providers, regions and local authorities, employers and civil society, with a view to reaching a wider group of low-skilled people in order to better take into account their specific needs;

Amendment 484 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 38

38. Calls on the Member States to foster cooperation and reinforce synergies between formal, non-formal and informal education providers, in consultation with the social partners, with a view to reaching a wider group of low-skilled people in order to better take into account their specific needs;

Amendment 485 #

Motion for a resolution
Paragraph 38

38. Calls on the Member States to foster cooperation and reinforce synergies between formal, non-formal and informal education providers, as well as with social partners, with a view to reaching a wider group of low-skilled people in order to better take into account their specific needs;

Amendment 486 #

Motion for a resolution
Paragraph 38

38. Calls on the Member States to foster cooperation and reinforce synergies between formal, non-formal and informal education providers, as well as with social partners with a view to reaching a wider group of low-skilled people in order to better take into account their specific needs;

Amendment 487 #

Motion for a resolution
Paragraph 38 a (new)

38 a. Calls for a stronger collaboration between VET and higher education providers to bridge the existing gap to ensure successful transition of VET graduates to higher education; recommends in this regard to learn from the best practices in place in various Member States which have in place efficient dual education systems;

Amendment 488 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 38 b (new)

38 b. Calls for enabling a greater flexibility in learning, in relation to location, delivery and learning methods that serve to attract and meet the needs of a diverse range of learners, enhancing therefore the learning opportunities for all people;

Amendment 489 #

Motion for a resolution
Paragraph 39

39. ~~Welcomes~~Takes note of the proposed revision of the key competences framework ~~which offers a valuable reference and provides common understanding for the development of transversal skills; therefore call~~but opposes the will expressed therein to standardise European education systems under the aegis onf the Commission to establish a link with the 2012 Council recommendation on validating non- formal and informal learning as well as reinforcing its impact on a national level, including in curricula and teacher training;; recalls that the European treaties make education a national competence and some trends in the Commission's communication cannot therefore be supported; maintains that failure to respect the principle of subsidiarity will have a counterproductive effect in the strategy for the acquisition of basic and transversal skills:

Amendment 49 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Recital F a (new)

F a. whereas often individuals possess skills, which are not identified, exploited or properly rewarded; whereas skills acquired outside formal settings, through work experience, volunteering, civic engagement or other relevant experiences are not necessarily recorded in a qualification or documented and therefore are being undervalued;

Amendment 490 #

Motion for a resolution
Paragraph 39

39. Welcomes the proposed revision of the key competences framework which offers a valuable reference and provides common understanding for the development of transversal skills~~; therefore calls on the Commission to establish a link~~, and calls for its impact to be reinforced on a national level, including in curricula and teacher training; calls on the Commission to ensure that the key competences framework is coupled with the 2012 Council rRecommendation on ~~validating~~the recognition of non- formal and informal learning ~~as well as reinforcing its impact on a national level, including in curricula and teacher training~~;

Amendment 491 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Paragraph 39 a (new)

39 a. Calls for a revision of the EQF to promote the comparability of qualifications between the countries covered in the EQF and other countries, in particular Neighbourhood Countries and other countries with mature qualifications frameworks, to better understand the qualifications acquired abroad and people with migrant backgrounds and refuges back into lifelong learning and employment;

Amendment 492 #

Motion for a resolution
Paragraph 39 a (new)

39 a. Welcomes the planned revision of the European Qualifications Framework, which should help improve the readability of existing skills and qualifications in the various countries of the European Union; stresses that such a tool is essential for the development of professional mobility, particularly in border areas;

Amendment 493 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 39 a (new)

39 a. Welcomes the planned revision of the EQF and stresses the need to ensure more visibility of skills, competences and knowledge, acquired through non-formal and informal learning;

Amendment 494 #

Motion for a resolution
Paragraph 40

40. ~~Asks the Commission to leave more flexibility to Member States to broaden their skills offer and to~~Suggests that Member States in their strategy take into account not only ~~focus on~~ basic skills in the framework of the upskilling pathways, ~~in the context of~~but also the concrete needs at local, ~~reg~~national and sectorial level (for example ~~intercultural,~~, creative skills as part of training in craftsmanship or health, or family skills);

Amendment 495 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 40

40. ~~Asks the Commission to leave more flexibility to Member States to broaden their skills offer and to not only focus on basic skills in the framework of the upskilling pathways, in the context of~~Calls on the Member States to have a broad approach in implementing the upskilling pathways, providing diverse opportunities that take into account concrete needs at local, regional and sectorial level (for example intercultural, health, family skills), and should go beyond basic skills provision;

Amendment 496 #

Motion for a resolution
Paragraph 40

40. Asks the Commission to leave more flexibility to Member States to broaden their skills offer and to not only focus on universal basic skills in the framework of the upskilling pathways, ~~in the context of~~but also to identify and address concrete needs at local, regional and sectorial level ~~(for example intercultural, health, family skills)~~;

Amendment 497 #

Motion for a resolution
Paragraph 40

40. Asks the Commission to leave more flexibility to Member States to broaden their skills offer and to not only focus on basic skills in the framework of the upskilling pathways, in the context of concrete needs at local, regional and sectorial level (for example intercultural, civic, ecological, health, family skills);

Amendment 498 #

Motion for a resolution
Paragraph 40

Amendment 499 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Paragraph 40 a (new)

40a. Calls on the Commission to take action to harmonise qualifications and promote uniform recognition in the various Member States of skills that have been acquired;

Amendment 5 #

Motion for a resolution
Citation 5 a (new)

- having regard to the Council conclusions on the role of early childhood education and primary education in fostering creativity, innovation and digital competence (2015/C 172/05),

Amendment 50 #

Motion for a resolution
Recital F a (new)

F a. whereas expanding access to lifelong learning can open up new possibilities for active inclusion and enhanced social participation, especially for the low skilled, the unemployed, people with special needs, older persons and migrants;

Amendment 500 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 40 a (new)

40 a. Asks for more explicit links between the Skills Agenda and the European Semester and ET 2020 with regard to the education and employment targets;

Amendment 501 #

Motion for a resolution
Paragraph 40 a (new)

40 a. Calls on the Commission to support Member States' efforts through mutual learning activities and the exchange of good policy practices;

Amendment 502 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 40 b (new)

40 b. Welcomes the revision of the Europass Framework and the effort to make more visible the different type of learning and skills, in particular those acquired outside the formal education; believes that the revison should ensure that disadvantaged groups such as people with disabilities, low-skilled people, senior citizens or long term unemployed could benefit from the tools;

Amendment 503 #

Motion for a resolution
Paragraph 40 b (new)

40 b. Encourages the new Europass Framework, particularly the move from using Europass as a document-based facility to a service-based platform; considers it crucial to ensure its accessibility to persons with disabilities;

Amendment 504 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 40 c (new)

40 c. Believes that gender disparities in relation to skills development should be better reflected in the New Skills Agenda;

Amendment 505 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 40 d (new)

40 d. Welcomes the initiative to introduce a system of graduate tracking in order to provide a more evidence-based and relevant approach to designing curricula and learning offers; calls for a similar system for large-scale tracking of VET graduates;

Amendment 506 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Paragraph 40 e (new)

40 e. Calls for continuous and increased support for Erasmus+ mobility programme offering and promoting inclusive learning and training opportunities for young people, educators, volunteers, apprentices, interns and young workers;

Amendment 507 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 41

41. Calls ~~on the Commission to establish a European Year of Adult Learning, which will help to raise awareness of the value of adult education across Europe~~further on Member States to cooperate with each other in order to reflect on the problem of the brain drain and to propose joint initiatives and solutions to address this phenomenon, which deprives many rural areas and also some countries of the human and economic resources necessary for their development;

Amendment 508 #

Motion for a resolution
Paragraph 41

41. Calls on the Commission to ~~establish~~announce a European Year of Adult Learning, which will help to raise awareness of the value of adult education across Europe, and to allow enough time for its preparation at EU and national level;

Amendment 509 #

Motion for a resolution
Paragraph 41

41. Calls on the Commission to establish a European Year of ~~Adult Learning~~Digital and Entrepreneurial Skills, which will help to raise awareness of the ~~value of adult education~~importance of those competences across Europe;

Amendment 51 #

Motion for a resolution
Recital F a (new)

F a. whereas low qualified people not only have diminished employment opportunities, but are also more vulnerable to long-term unemployment and have more difficulties to get access to services and participate fully in society;

Amendment 510 #

Motion for a resolution
Paragraph 41

41. Calls on the Commission to ~~establish a European Year of Adult Learning, which will help~~promote public information campaigns to raise awareness of the value of adult education a~~cross Europe~~nd to facilitate exchanges of good practices regarding it;

Amendment 511 #

Motion for a resolution
Paragraph 41

41. Calls on the Commission to establish a European Year of Adult Learning, which will help to raise awareness of the value of adult education and "active ageing" across Europe;

Amendment 512 #

Dominique BILDE, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Paragraph 41 a (new)

41 a. Calls on the Commission to organise once a year an "European Skills Forum" to enable relevant authorities, education institutions, practitioners, students, employers and employees to exchange best practice on skills forecast, development and validation;

Amendment 513 #

Motion for a resolution
Paragraph 42

42. Instructs its President to forward this resolution to the Member States, the Council and the Commission.

Amendment 52 #

Motion for a resolution
Recital F a (new)

F a. whereas, digital empowerment and self-confidence are an essential prerequisite for building strong societies and helping the unity and integration processes within the EU;

Amendment 53 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Recital F a (new)

F a. whereas the EU is a platform best positioned to share best practices and support mutual learning among Member States;

Amendment 54 #

Motion for a resolution
Recital F b (new)

F b. whereas cultural and creative industries contribute to social well-being, innovation, employment and stimulate EU´s economic development while employing more than 12 million people in the EU, which is 7.5% of all persons employed in the total economy and contribute to the economy with 5.3% of the total EU GVA and further 4% of nominal EU GDP generated by the high- end industries 1a; _________________ 1aBoosting the competitiveness of cultural and creative industries for growth and jobs, 2015

Amendment 55 #

Motion for a resolution
Recital F b (new)

F b. whereas the EU is a platform best positioned to share best practices and support mutual learning among Member States;

Amendment 56 #

Angel DZHAMBAZKI, Remo SERNAGIOTTO, Andrew LEWER, Jana ŽITŇANSKÁ, Emma McCLARKIN

Motion for a resolution
Recital F c (new)

F c. whereas the current arrivals of migrants and refugees to the European Union require the establishment of more sustained approach and validation practices directed towards third country nationals in order to facilitate their integration and make a better use of their skills and qualifications;

Amendment 57 #

Motion for a resolution
Recital G

G. whereas equality between women and men is a fundamental principle of the European Union enshrined in the Treaties (Art 2 of the TEU) and is one of the objectives and responsibilities of the Union; ~~whereas, furthermore, mainstreaming the principle of equality between women and men in all its activities is a specific mission of the Union;~~

Amendment 58 #

Motion for a resolution
Recital G

G. whereas equality between women and men is a fundamental principle of the European Union enshrined in the Treaties and is one of the objectives and responsibilities of the Union; whereas, furthermore, mainstreaming the principle of equality between women and men in all its activities, such as access to education and training, is a specific mission of the Union;

Amendment 59 #

Motion for a resolution
Recital G a (new)

G a. whereas stereotypes widely conveyed by society leave women in a subordinate role; whereas these stereotypes start to develop during childhood and are reflected in educational and training choices and continue into the labour market17a; _________________ 17a European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))

Amendment 6 #

Motion for a resolution
Citation 5 a (new)

- having regard to the Council conclusions of 20 May 2014 on effective teacher education,

Amendment 60 #

Angel DZHAMBAZKI, Remo SERNAGIOTTO, Andrew LEWER, Jana ŽITŇANSKÁ, Emma McCLARKIN

Motion for a resolution
Recital H

H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most ~~problematic groups in the context of~~vulnerable groups and as a result suffer the most in relation to youth unemployment; whereas women are 1.4 times more likely to become NEET than men on average, further highlighting issues of gender discrimination and equality from a young age;

Amendment 61 #

Motion for a resolution
Recital H

H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most problematic groups in the context of youth unemployment; ~~whereas women are 1.4 times more likely to become NEET than men on average;~~

Amendment 62 #

Motion for a resolution
Recital H

H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most ~~problematic~~vulnerable groups in the context of youth unemployment, poverty and social exclusion; whereas women are 1.4 times more likely to become NEET than men on average;

Amendment 63 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Recital H

H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most ~~problematic~~vulnerable groups in the context of youth unemployment; whereas women are 1.4 times more likely to become NEET than men on average;

Amendment 64 #

Motion for a resolution
Recital H

H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most ~~problematic~~vulnerable groups in the context of youth unemployment; whereas women are 1.4 times more likely to become NEET than men on average;

Amendment 65 #

Motion for a resolution
Recital H

H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most ~~problematic~~vulnerable groups in the context of youth unemployment; whereas women are 1.4 times more likely to become NEET than men on average;

Amendment 66 #

Motion for a resolution
Recital H

H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most ~~problematic~~vulnerable groups in the context of youth unemployment; whereas women are 1.4 times more likely to become NEET than men on average;

Amendment 67 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Recital H a (new)

H a. whereas, according to Eurostat, persons with disabilities are 2 times more likely to become NEET; the unemployment rate for persons with disabilities in the EU 28 in 2011 was 47,3%; and persons with disabilities are 2 times more likely to leave education and training with lower secondary education at most 17a _________________ 17ahttp://ec.europa.eu/eurostat/statistics- explained/index.php/Disability_statistics_- _access_to_education_and_training#Disa bled_people_leave_education_and_trainin g_earlier ; http://ec.europa.eu/eurostat/statistics- explained/index.php/Disability_statistics_- _labour_market_access

Amendment 68 #

Motion for a resolution
Recital I

I. whereas according to the latest PIAAC study by the OECD, about 70 million European adults lack basic skills such as reading, writing and numeracy, which represents an obstacle to those people finding a decent job and living standard;

Amendment 69 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Recital I

I. whereas according to the latest PIAAC study by the OECD, about 70 million Europeans lack basic skills such as reading, writing and numeracy, which represents an obstacle to those people finding a ~~decent~~good job, a~~nd living standard~~ttaining a decent living standard, and achieving personal happiness;

Amendment 7 #

Motion for a resolution
Citation 5 b (new)

- having regard to the Council conclusions of 20 May 2014 on effective teacher education,

Amendment 70 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Recital I

I. whereas according to the latest PIAAC study by the OECD, about 70 million Europeans lack basic skills such as reading, writing and ~~numeracy~~mathematics, which represents an obstacle to those people finding a decent job and living standard; whereas education policy remains a matter for Member States, which should therefore be encouraged to lay greater emphasis on the teaching of basic skills within their national education systems;

Amendment 71 #

Motion for a resolution
Recital I

I. whereas according to the latest PIAAC study by the OECD, about 70 million Europeans lack basic skills such as reading, writing and numeracy, which represents an obstacle to those people finding a decent job and living standard; whereas, furthermore, more than 20% do not know how to work on a computer;

Amendment 72 #

Motion for a resolution
Recital I a (new)

Ia. whereas more than 30% of highly qualified young people are in jobs that do not match their skills and aspirations, while 40% of European employers say they are unable to find people with the skills they require in order to grow and innovate;

Amendment 73 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Recital I a (new)

I a. whereas, countries with high shares of adults with low proficiency in basic skills and digital skills have lower levels of labour productivity and ultimately lower prospects for growth and competitiveness;

Amendment 74 #

Motion for a resolution
Recital J

J. whereas access to learning and training opportunities must be ~~a right for everyone~~guaranteed at every stage of life so that ~~they~~everyone can acquire transversal skills such as~~, numeracy, digital and media literacy,~~ the ability to read, write, and count, an understanding of history, civic awareness, a critical thinking faculty, social skills and relevant life skills;

Amendment 75 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Recital J

J. whereas access to ~~learning~~education and training opportunities must be a right for everyone at every stage of life so that they can acquire transversal skills such as, ~~numeracy,~~ digital and media literacy, critical thinking, social skills, foreign language proficiency and relevant life skills;

Amendment 76 #

Motion for a resolution
Recital J

J. whereas access to both formal and informal/non-formal learning and training opportunities must be a right for everyone at every stage of life so that they can acquire transversal skills such as, numeracy, digital and media literacy, critical thinking, social skills and relevant life skills;

Amendment 77 #

Motion for a resolution
Recital J

J. whereas access to quality learning and training opportunities must be a right for everyone at every stage of life so that they can acquire transversal skills such as, numeracy, digital and media literacy, critical thinking, social skills and relevant life skills;

Amendment 78 #

Motion for a resolution
Recital J a (new)

J a. whereas it is essential that skills aim not only at increasing employability but also bolster the capacity to civic participation and the esteem for democratic values and tolerance, not least as a tool to foster an open-minded citizenry and to prevent radicalisation and intolerance of any kind;

Amendment 79 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Recital J a (new)

J a. whereas allowing workers time off for personal and training development in the context of life-long learning without being discriminated against benefits their well-being as well as their contribution to the economy with more skills and higher productivity18a; _________________ 18aCEDEFOP Research Paper: Training leave. Policies and practices in Europe, 2010 - European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work- life balance (2016/2017(INI))

Amendment 8 #

Motion for a resolution
Citation 5 c (new)

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

Amendment 80 #

Ilhan KYUCHYUK, Jana TOOM, Martina DLABAJOVÁ, Robert ROCHEFORT

Motion for a resolution
Recital K

K. whereas, nowadays, our education systems are facing a significant challenge ~~as a result of the digital transformation, which is impacting teaching and learning processes~~s which are impacting teaching and learning processes, such as the digital transformation and the need to bolster the capacity for social inclusion and civic participation as well as personal development, and to enhance European democratic values and tolerance in view of fostering open-mindedness and preventing intolerance of any kind;

Amendment 81 #

Motion for a resolution
Recital K

K. whereas, nowadays, our education and training systems are facing a significant ~~challenge as a result of the~~ digital transformation, which is impacting teaching and learning processes; whereas an effective digital skills provision is essential to ensure the workforce is prepared for the current and future technological changes;

Amendment 82 #

Emilian PAVEL, Vilija BLINKEVIČIŪTĖ, Jutta STEINRUCK, Brando BENIFEI, Javi LÓPEZ, Agnes JONGERIUS, Sergio GUTIÉRREZ PRIETO, Elena GENTILE, Claudiu Ciprian TĂNĂSESCU

Motion for a resolution
Recital K

K. whereas, nowadays, our education and training systems are facing a significant challenge as a result of the digital transformation, which is impacting teaching and learning processes;

Amendment 83 #

Angel DZHAMBAZKI, Remo SERNAGIOTTO, Andrew LEWER, Emma McCLARKIN

Motion for a resolution
Recital K

K. whereas, nowadays, our education systems are facing a significant challenge as a result of the digital ~~transformation~~environment, which is impacting teaching and learning processes;

Amendment 84 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Recital K

K. whereas, nowadays, our education systems are facing a significant challenge as a result of the digital transformation, which is impacting teaching and learning processes and also has implications for many jobs as such, implying a need for national authorities to bring a long-term vision to bear, gauging research and innovation potential while assessing those fields in which businesses will need to be assisted during the transformation process in order to rule out the possibility that technology might develop at workers' expense;

Amendment 85 #

Motion for a resolution
Recital K

K. whereas, nowadays, our education systems are facing a significant challenge as a result of the digital transformation, which is impacting teaching and learning processes; whereas, these challenges also present new opportunities for both teachers and students, and their needs and opinions should be at the fore when it comes to shaping the future of the education process;

Amendment 86 #

Motion for a resolution
Recital K a (new)

K a. whereas there is a need to incorporate new digital transformations into education systems, but this must be done symbiotically with the subjects that are already taught, in order to continue to help people become critical, confident and independent;

Amendment 87 #

Motion for a resolution
Recital K a (new)

K a. whereas in a fast changing, more globalised and digitised world, transversal and transferable skills such as social skills, intercultural skills, digital skills, problem solving, entrepreneurship and creative thinking are key;

Amendment 88 #

Motion for a resolution
Recital K a (new)

K a. whereas social and emotional skills together with cognitive skills are important for individual well-being and success;

Amendment 89 #

Dominique BILDE, Mara BIZZOTTO, Dominique MARTIN, Joëlle MÉLIN

Motion for a resolution
Recital K a (new)

K a. whereas the digital transformation is not yet completed and the societal and labour market needs are constantly evolving;

Amendment 9 #

Motion for a resolution
Citation 6

~~— having regard to the Council recommendation of 22 April 2013 on establishing a Youth Guarantee4 , _________________ 4 OJ C 120, 26.4.2013, p. 1.~~deleted

Amendment 90 #

Anne SANDER, Jérôme LAVRILLEUX, Elisabeth MORIN-CHARTIER

Motion for a resolution
Recital L

L. whereas entrepreneurship skills need to be understood in a broader sense, as a sense of initiative, participation in social actions and an entrepreneurial mind- set, and should therefore be further emphasised in the Skills Agenda ~~as a life skill which~~, for instance by encouraging Member States to foster the entrepreneurial spirit in young people from the earliest age, through placements and visits to companies, bearing in mind that the life skills in question benefits individuals in their personal and professional life;

Amendment 91 #

Motion for a resolution
Recital L

L. whereas entrepreneurship skills need to be understood in a broader ~~sense~~context, as a sense of initiative, regarding participation in social actions and an entrepreneurial mind- set and should therefore be further emphasised in the Skills Agenda as a life skill which benefits individuals in their personal and professional life, whilst also benefiting communities;

Amendment 92 #

Motion for a resolution
Recital L a (new)

L a. whereas analytical and critical thinking are incredibly important in the modern age and they need to be encouraged at all stages of the education system and throughout life in general; whereas, in more recent years analytical and critical thinking have been denigrated and replaced by "group think";

Amendment 93 #

Motion for a resolution
Recital L a (new)

La. whereas, in view of the need for swift and full integration of refugees and asylum seekers, efforts need to be made in this area in accordance with the principle of non-discrimination and proper account needs to be taken of linguistic barriers and socio-economic differences, which are the main obstacles to integration;

Amendment 94 #

Motion for a resolution
Recital L a (new)

L a. whereas, in the context of the refugee and migrant crisis, it is key to recall that newcomers bring new skills and knowledge with them, which can benefit the economic, social and cultural development of the host countries and societies;

Amendment 95 #

Motion for a resolution
Recital L a (new)

L a. whereas according to some studies only 5% of professions may disappear due to full automatisation and whereas the majority of professions will need new skills in order to profit from automatisation and maximise productivity;

Amendment 96 #

Motion for a resolution
Recital L a (new)

L a. whereas ageing population in Europe increases demand for healthcare professionals, social care and medical services;

Amendment 97 #