2022/0326(COD) European Year of Skills 2023
Lead committee dossier:
Progress: Procedure completed
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Lead | EMPL |
FOURLAS Loucas ( EPP)
|
ALBUQUERQUE João ( S&D),
BRUNET Sylvie ( Renew),
LANGENSIEPEN Katrin ( Verts/ALE),
LIZZI Elena ( ID),
RAFALSKA Elżbieta ( ECR),
RODRÍGUEZ PALOP Eugenia ( GUE/NGL)
|
| Committee Opinion | CULT |
NEGRESCU Victor ( S&D)
|
Petra KAMMEREVERT ( S&D),
Christine ANDERSON ( ID),
Laurence FARRENG ( RE),
Niyazi KIZILYÜREK ( GUE/NGL),
Diana RIBA I GINER ( Verts/ALE),
Tomasz FRANKOWSKI ( PPE),
Elżbieta KRUK ( ECR)
|
Lead committee dossier:
Legal Basis:
TFEU 149
Legal Basis:
TFEU 149Subjects
Events
2023/05/12
EC - Commission response to text adopted in plenary
Documents
2023/05/11
Final act published in Official Journal
Details
PURPOSE: to make the period running from 9 May 2023 to 8 May 2024 the ‘European Year of Skills’.
LEGISLATIVE ACT: Decision (EU) 2023/936 of the European Parliament and of the Council of 10 May 2023 on a European Year of Skills.
CONTENT: under the terms of this Decision, the period running from 9 May 2023 to 8 May 2024 will be the ‘European Year of Skills’.
Objectives
In line with Principle Nos 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the European Skills Agenda and the Union headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year of Skills will be to further promote a mindset of reskilling and upskilling in accordance with national competences, law and practice.
The European Year of Skills aims to:
- boost the competitiveness of Union undertakings , in particular small and medium-sized enterprises (SMEs), and to contribute to the creation of quality jobs, with a view to realising the full potential of the green and digital transitions in a socially fair, inclusive and just manner;
- contribute to continuous learning and career progression , empowering people to access quality jobs and to fully participate in the economy and society.
More specifically, the activities aim at:
1) promoting increased, more effective and inclusive investment at all levels, inter alia by public and private employers, in particular by SMEs, into all forms of reskilling and upskilling, education and training to harness the full potential of the current and future workforce in the Union, including to support people in managing job-to-job transitions, active ageing, and benefiting from the new opportunities brought by the ongoing economic transition;
2) strengthening skills relevance and provision by closely cooperating with, and promoting cooperation among, cross-sectoral and sectoral social partners, public and private employment services, undertakings, civil society entities, not-for-profit social service providers and education and training providers, and by developing joined-up approaches between them;
3) matching people’s aspirations, needs and skills-set , including the skills acquired during mobility, with labour market needs, especially those offered by the green and digital transitions, emerging new sectors and core sectors in need of recovery from the COVID-19 pandemic, ensuring that a particular focus is given to integrate more people in the labour market, in particular women and young people, especially those not in employment, education, or training (NEETs), low-skilled persons, older workers, persons with disabilities, people from disadvantaged and diverse backgrounds, people living in remote areas and in the outermost regions, as well as displaced people from Ukraine;
4) attracting people from third countries with the skills needed in Member States, by promoting learning opportunities, including, where necessary, language education and training, skills development and mobility, and by facilitating the recognition of qualifications.
Types of measures
Activities throughout the European Year include:
- Conferences, discussion forums and other events to promote the debate on the role and contribution of skills policies;
- events to promote discussion and mutual learning on actions and approaches that can be taken by stakeholders in the public, private and third sectors;
- initiatives to promote the provision and funding of professional development and reskilling opportunities;
- communication and awareness-raising campaigns on EU initiatives to support vocational development and reskilling;
- strengthening dialogue with the social partners.
Coordination at national and EU level
The organisation of participation in the European Year of Skills at national and regional level is the responsibility of the Member States. To this end, each Member State will designate a national coordinator or coordinating body competent in the field of labour policies and skills.
Coordination at EU level will follow a transversal approach with a view to creating synergies between the various EU programmes and initiatives in the field of skills.
The Commission will draw on the expertise and assistance of the relevant EU agencies in implementing the European Year of Skills, in particular the European Foundation for the Improvement of Living and Working Conditions, the European Centre for the Development of Vocational Training, the European Labour Authority, the European Agency for Safety and Health at Work, the European Training Foundation and the European Union Agency for Cyber Security.
Funding
At Union level, the necessary financial allocation for the implementation of this Decision would be identified within the budget of the contributing programmes in accordance with the multiannual financial frameworks 2014-2020 and 2021-2027. Without prejudice to the powers of the European Parliament and the Council as budgetary authority, the aim should be to provide funding for the implementation of this Decision of at least EUR 9.3 million for operational expenses.
ENTRY INTO FORCE: 12.5.2023.
2023/05/10
CSL - Draft final act
Documents
2023/05/10
CSL - Final act signed
2023/04/24
EP/CSL - Act adopted by Council after Parliament's 1st reading
2023/03/30
EP - Results of vote in Parliament
Documents
2023/03/30
EP - Decision by Parliament, 1st reading
Details
The European Parliament adopted by 524 votes to 33, with 24 abstentions, a legislative resolution on the proposal for a decision of the European Parliament and of the Council on a European Year of Skills 2023.
The European Parliament's position adopted at first reading under the ordinary legislative procedure amends the Commission's proposal as follows:
Objectives
As proposed by Members, the period from 9 May 2023 to 8 May 2024 will be declared the ‘European Year of Skills’ .
The overall objective of the European Year of Skills is to continue to foster a mindset of retraining and reskilling, in line with national competences, law and practice.
The European Year of Skills aims to:
- boost the competitiveness of Union undertakings, in particular small and medium-sized enterprises (SMEs), and to contribute to the creation of quality jobs , with a view to realising the full potential of the green and digital transitions in a socially fair, inclusive and just manner, thereby promoting equal access to skills development and reducing inequalities and segregation in education and training;
- contribute to continuous learning and career progression , empowering people to access quality jobs and to fully participate in the economy and society.
More specifically, the activities aim at:
- promoting increased, more effective and inclusive investment at all levels, inter alia by public and private employers, in particular by SMEs, into all forms of reskilling and upskilling, education and training to harness the full potential of the current and future workforce in the Union, including to support people in managing job-to-job transitions, active ageing, and benefiting from the new opportunities brought by the ongoing economic transition;
- strengthening skills relevance and provision by closely cooperating with, and promoting cooperation among, cross-sectoral and sectoral social partners, public and private employment services, undertakings, civil society entities, not-for-profit social service providers and education and training providers, and by developing joined-up approaches between them;
- matching people’s aspirations, needs and skills-set, including the skills acquired during mobility, with labour market needs , especially those offered by the green and digital transitions, emerging new sectors and core sectors in need of recovery from the COVID-19 pandemic, ensuring that a particular focus is given to integrate more people in the labour market, in particular women and young people, especially those not in employment, education, or training (NEETs), low-skilled persons, older workers, persons with disabilities, people from disadvantaged and diverse backgrounds, people living in remote areas and in the outermost regions, as well as displaced people from Ukraine;
- attracting people from third countries with the skills needed in Member States, by promoting learning opportunities, including, where necessary, language education and training, skills development and mobility, and by facilitating the recognition of qualifications.
Type of measures
New types of measures were added by Members to achieve the main objectives of the initiative. These include the following measures:
- online and face-to-face conferences;
- initiatives targeting, among others, individuals, employers, in particular SMEs;
- strengthening dialogue with social partners and existing stakeholder groups and networks;
- promoting the development of national, sectoral and company-specific skills strategies and training;
- promoting the implementation of tools and instruments to increase the transparency of qualifications, including those issued outside the EU, and to validate non-formal and informal learning.
Coordination
Each Member State will designate a national coordinator or coordinating body, in line with national circumstances and practices, with competence in the field of labour policies and skills.
The Commission will:
- rely on the expertise and assistance of relevant Union agencies in implementing the European Year of Skills, in particular the European Foundation for the Improvement of Living and Working Conditions, the European Centre for the Development of Vocational Training, the European Labour Authority, the European Agency for Safety and Health at Work, the European Training Foundation and the European Union Agency for Cybersecurity;
- cooperate with third countries and competent international organisations, in particular with the Organisation for Economic Co-operation and Development, Unesco and the International Labour Organization, as well as with other international stakeholders, while ensuring the visibility of the Union’s participation.
Monitoring and evaluation
By 31 May 2025, the Commission will present a report on the implementation, results and overall assessment of the initiatives provided for in this Decision and implemented in the Member States and across the Union as a whole.
Documents
2023/03/17
EP - Text agreed during interinstitutional negotiations
Documents
2023/03/17
EP - Committee letter confirming interinstitutional agreement
Documents
2023/02/15
EP - Committee decision to enter into interinstitutional negotiations confirmed by plenary (Rule 71)
2023/02/13
EP - Committee decision to enter into interinstitutional negotiations announced in plenary (Rule 71)
2023/02/09
EP - Committee report tabled for plenary, 1st reading
Details
The Committee on Employment and Social Affairs adopted a report by Loucas FOURLAS (EPP, CY) on the proposal for a decision of the European Parliament and of the Council on a European Year of Skills 2023.
The committee responsible recommended that the European Parliament's position adopted at first reading under the ordinary legislative procedure should amend the proposal as follows:
Subject matter
Members proposed that the year starting from 9 May 2023 until 8 May 2024 should be designated as the ‘European Year of Skills’ (European Year).
Objectives
The overall objective of the European Year has been clarified by the committee.
The Europe Year should:
- enhance continuous learning, employability and career progression, and to provide sustainable, lifelong learning systems;
- promote access to decent wages that ensure a decent standard of living;
- promote the creation of quality jobs and retention strategies as the best way to attract and retain a skilled workforce and provide incentives for employers to invest in the development of their workers´ skills;
- promote decent working conditions at company level to attract and retain skilled workers;
- promote the increased mobility of the workers in the Union under the Erasmus+ and European Solidarity Corps programmes for students, apprentices, teachers and trainers, while aiming for the better recognition of the skills and competences acquired during periods of mobility.
Type of measures
New types of measures have been added by Members to achieve the main objectives of the initiative. These include, inter alia :
- online and in person conferences;
- initiatives targeting inter alia individuals, employers, in particular SMEs;
- supporting social dialogue, collective bargaining and the role of the social partners in designing national, sectoral and company-specific skills strategies and training;
- promoting and further implementing tools and instruments for increased transparency of qualifications, including qualifications awarded outside the Union, including the improvement of the validation systems and the automatic mutual recognition, validation, and certification of those qualifications, and of skills acquired in non-formal or informal settings;
- developing a toolbox to support disadvantaged groups, in particular persons with disabilities, persons with a migrant background and people living in remote areas and in the outermost regions;
- enabling everyone to acquire and perform the skills of immediate intervention and simple chest compressions and if possible, also rescue breathing ( CPR – CardioPulmonary Resuscitation) after sudden cardiac arrest;
- establishing a common legal framework to ensure remuneration for traineeships and apprenticeships and to avoid exploitative practices.
Coordination in the Member States at Union level
Effective social dialogue and collective bargaining processes are crucial to anticipating the needs of the labour market and the need for skills, as well as to defining strategies at both Union and national level. In this regard, Member States should ensure the involvement of the social partners, civil society, learning and education providers, national and regional parliaments, as well as other relevant stakeholders, including from remote areas and from the outermost regions.
Moreover, the Commission should closely engage with the social partners, civil society, learning and education providers, labour market bodies, learners, and representatives of organisations or bodies active in the field of skills, education, training and lifelong learning to assist in implementing the European Year at Union level.
Monitoring and evaluation
Members proposed that by 31 May 2025 (as opposed to 31 December 2024), the Commission should present a report on the implementation, results and overall assessment of the initiatives provided for in this Decision.
Documents
2023/02/06
EP - Vote in committee, 1st reading
2023/02/06
EP - Committee decision to open interinstitutional negotiations with report adopted in committee
2022/12/14
ESC - Economic and Social Committee: opinion, report
Documents
2022/12/12
EP - Amendments tabled in committee
Documents
2022/12/06
EP - Specific opinion
Documents
2022/12/01
EP - NEGRESCU Victor (S&D) appointed as rapporteur in CULT
2022/11/29
EP - Committee draft report
Documents
2022/11/09
EP - FOURLAS Loucas (EPP) appointed as rapporteur in EMPL
2022/10/20
EP - Committee referral announced in Parliament, 1st reading
2022/10/12
EC - Legislative proposal published
Details
PURPOSE : to make 2023 the European year of skills.
PROPOSED ACT: Decision of the European Parliament and of the Council.
ROLE OF THE EUROPEAN PARLIAMENT: the European Parliament decides in accordance with the ordinary legislative procedure and on an equal footing with the Council.
BACKGROUND: a skilled workforce is crucial to ensuring socially fair and just green and digital transitions , and to strengthening the Union’s sustainable competitiveness and resilience in the face of adverse external shocks such as the COVID-19 pandemic or the fallout of Russia’s war of aggression against Ukraine. A workforce with the right skills is a precondition for the green transition too, forecasted to generate 2.5 million additional jobs in the EU by 2030.
In 2021, 28 occupations were classified as having shortages , including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.
At the same time, demographic change is reducing the available workforce. Even if the average unemployment rate in the EU remained at 6% in August 2022, 77% of companies are experiencing difficulties in finding employees with the required skills since 2019. In particular, the biggest problem for a quarter of the 25 million small and medium-sized enterprises in the EU is finding qualified staff and experienced managers.
The already evident shortage of staff will deepen further, as the size of the European working-age population is expected to shrink from 64% in 2019 to 56% in 2070, and the old-age dependency ratio is expected to increase from 32 in 2020 to 54 in 2070. Thus, additional effort is needed to activate more people for the labour market through reskilling and upskilling , in particular women and young people not in education, employment or training. It is also important to promote the digital skills of the older population and ensure they have the capacity to fully participate in society and access vital services increasingly available only online.
The EU's domestic workforce alone is and will not be sufficient to meet current and future labour market demands. In this context, migrants already play a crucial role in the European economy and society. For the EU to become an attractive space for talent from all over the world in labour-scarce professions, third-country nationals must be able to develop their full potential and use their skills in the European labour market.
To boost competitiveness of European companies, in particular SMEs, to realise the full potential of the digital and green transitions in a socially fair, inclusive and just manner, the 2023 European Year of Skills would further promote a mindset of reskilling and upskilling.
CONTENT: the European Commission proposes to make 2023 the European Year of Skills .
The overall objective of the European Year is to:
- continue to foster a mindset of re-skilling and up-skilling, thereby boosting the competitiveness of European businesses, small and medium-sized enterprises, and;
- boost competitiveness of European companies, in particular SMEs, to realise the full potential of the digital and green transitions in a socially fair, inclusive and just manner.
The activities of the European Year will promote skills policies and investment to ensure that no one is left behind in the twin transition and recovery process, and to address labour shortages to ensure a better skilled workforce in the EU that is able to seize the opportunities offered by this process.
These activities consist of:
1. promoting increased, more effective and inclusive investment into training and upskilling to harness the full potential of the European current and future workforce and to support people in managing job-to-job transitions, active ageing, and benefiting from the new opportunities brought by the ongoing economic transformation;
2. strengthening skills relevance by closely cooperating with social partners, public and private employment services, companies, education and training providers and developing joined-up approaches with all branches of governments;
3. matching people’s aspirations and skills-set with labour market opportunities especially those offered by the green and digital transitions and the core sectors in need of recovery from the pandemic. A special focus will be given to activate more people for the labour market, in particular women and young people especially those not in education, employment or training (NEETs);
4. attracting people from third countries with the skills needed by the Union, including by strengthening learning opportunities and mobility, and by facilitating the recognition of qualifications.
The European Year of Competences 2023 is expected to have positive effects at the level of the individual, governmental and societal. The types of measures planned (events, information, communication and awareness-raising campaigns, increased dialogue, promotion and development of tools) will lead to:
- more and better focused investment in labour market relevant reskilling and upskilling opportunities, benefitting workers and employers by addressing existing labour shortages and fostering employment and social inclusion;
- increased information exchange, mutual learning, and strengthened collaboration, benefitting the work of public and private organisations, as well as social partners, at international, European, national, regional and local level.
Documents
Documents
- Commission response to text adopted in plenary: SP(2023)227
- Final act published in Official Journal: Decision 2023/936
- Final act published in Official Journal: OJ L 125 11.05.2023, p. 0001
- Draft final act: 00012/2023/LEX
- Results of vote in Parliament: Results of vote in Parliament
- Decision by Parliament, 1st reading: T9-0089/2023
- Approval in committee of the text agreed at 1st reading interinstitutional negotiations: PE745.259
- Approval in committee of the text agreed at 1st reading interinstitutional negotiations: PE745.360
- Text agreed during interinstitutional negotiations: PE745.259
- Committee letter confirming interinstitutional agreement: PE745.360
- Committee report tabled for plenary, 1st reading: A9-0028/2023
- Economic and Social Committee: opinion, report: CES5883/2022
- Amendments tabled in committee: PE739.629
- Specific opinion: PE739.623
- Committee draft report: PE738.559
- Legislative proposal published: COM(2022)0526
- Legislative proposal published: EUR-Lex
- Committee draft report: PE738.559
- Specific opinion: PE739.623
- Amendments tabled in committee: PE739.629
- Economic and Social Committee: opinion, report: CES5883/2022
- Text agreed during interinstitutional negotiations: PE745.259
- Committee letter confirming interinstitutional agreement: PE745.360
- Draft final act: 00012/2023/LEX
- Commission response to text adopted in plenary: SP(2023)227
Votes
L’Année européenne des compétences en 2023 - European Year of Skills 2023 - Europäisches Jahr der Kompetenzen 2023 - A9-0028/2023 - Loucas Fourlas - Accord provisoire - Am 72 #
2023/03/30 Outcome: +: 524, -: 33, 0: 24
The Left
NI| Amendments | Dossier |
| 236 |
2022/0326(COD)
2022/12/13
EMPL
236 amendments...
Amendment 100 #
Proposal for a decision Recital 12 a (new) (12a) In its resolution of 5 July 2022 on mental health in the digital world of work1a, the European Parliament recalls proactive approaches to digitalisation, as improving digital skills in the workplace or allowing for flexible working hours to help mitigate work-related stress. It also expresses concerns that teleworking is not yet available to all workers and stresses the impact of the shift to teleworking on the mental health of those in danger of digital exclusion. It stresses the importance of fighting the digital divide in Europe and the necessity of retraining younger and older people in order to ensure a sufficient level of digital skills for all workers. It calls for more targeted investments in the provision of digital skills, especially groups that are more digitally excluded such as people of a low socio-economic status and a limited educational background, older people, people in rural and remote areas, people living in outermost regions and people with disabilities. The acute role of teleworking and telelearning, e.g. through a legislative European Teleworking Agenda, setting up National Digital Education Programs and investing in ethically sound programmes for European Artificial Intelligence that respect relevant data protection provisions should also be taken into account. _________________ 1a P9_TA(2022)0279.
Amendment 101 #
Proposal for a decision Recital 12 a (new) (12a) In its resolution of 5 July 2022 on mental health in the digital world of work, the European Parliament underlines that improving digital skills in the workplace or allowing for flexible working hours can help to mitigate work-related stress. It also expresses concerns that teleworking is not yet available to all workers and stresses the impact of the shift to teleworking on the mental health especially the risk of feeling isolation and exclusion, and the violation of the Right to Disconnect. It stresses the importance of fighting the digital divide in Europe and the necessity of retraining younger and older people in order to ensure a sufficient level of digital skills for all. It calls for more targeted investments in the provision of digital skills and access to digital tools, especially groups that are more digitally excluded such as people of a low socio-economic status and a limited educational background, older people, people in rural and remote areas and people with disabilities.
Amendment 102 #
Proposal for a decision Recital 12 b (new) (12b) In its resolution of 19 May 2022 on establishing the European Education Area by 2025 – micro-credentials, individual learning accounts and learning for a sustainable environment1a, the European Parliament calls on the Council to adopt a common definition of micro- credentials and common standards for the European Education Area as a basis for quality assurance, recognition, transparency and portability. It also calls for the use of micro-credentials to recognise skills acquired in the course of learning mobility and civic-engagement as under the Erasmus+ and European Solidarity Corps programmes or other experiences, including youth work, mentoring and volunteering. It reminds public authorities of their essential role in ensuring that those who are usually left behind find micro-credentials readily accessible and relevant, that there is balance in the skills training offered to adults, and points out that basic, transversal, psychosocial and soft skills are as important to the green and digital transitions as technical skills; In this regard, points out that the automatic mutual recognition of micro-credentials within the European Education Area could be a step towards facilitating the automatic recognition of qualifications more generally; considers that establishing a coherent European micro- credentials system that involves relevant stakeholders would be a step forward in reinforcing Europe’s educational power and global competitiveness; _________________ 1a P9_TA(2022)0217.
Amendment 103 #
Proposal for a decision Recital 12 b (new) (12b) In its resolution of 19 May 2022 on establishing the European Education Area by 2025 – micro-credentials, individual learning accounts and learning for a sustainable environment, the European Parliament calls on the Council to adopt a common definition of micro- credentials and common standards for the European Education Area as a basis for quality assurance, recognition, transparency and portability. It also calls for the use of micro-credentials to recognise skills acquired in the course of learning mobility and civic-engagement, underscoring activities such as youth work, mentoring and volunteering. It reminds public authorities of their essential role in ensuring that those who are usually left behind find micro- credentials readily accessible and relevant, that there is balance in the skills training offered to adults, and points out that basic, transversal, psychosocial and soft skills are as important to the green and digital transitions as technical skills.
Amendment 104 #
Proposal for a decision Recital 12 c (new) (12c) Recalls the European Parliament resolution of 6 April 2022 on the implementation of citizenship education actions that insists on the need for greater European civic mobility under the European Solidarity Corps and encourages Member States to establish and develop national volunteering schemes as well as the Commission and Member States to ensure mutual recognition between national systems, because these are crucial for young and older people to acquire skills that are valuable on the labour market.
Amendment 105 #
(13) The Council Recommendation on vocational education and training (VET)38 supports modernisation of VET systems to equip young people and adults with the knowledge, skills and competences they need to thrive in the evolving labour market and society, to manage the recovery and the just transitions to the green and digital economy, in times of demographic change and throughout all economic cycles. It promotes VET as a driver for innovation and growth, which is agile in adapting to labour market changes and providing skills for occupations in high demand. The European Parliament underlines, in its resolution on European youth, the importance of the initiative to establish European Centres of Vocational Excellence with the aim of providing high-quality vocational skills and supporting entrepreneurial activities, and it calls for the creation of a stand-alone VET Area and encourages the Commission and the Member States to work towards the creation of a European Apprenticeship Statute. Increasing the attractiveness of VET through communication and outreach campaigns, through curricula, youth trade skills centres or hubs, special ecosystems for VET in local communities, dual education systems is essential. Further incentives are needed to foster the mobility of apprentices, including long term mobility programs and more synergies between the different statuses for apprentices. _________________ 38 Council Recommendation of 24
Amendment 106 #
Proposal for a decision Recital 13 (13) A major problem of the economy is the mismatch between the competences possessed by employees and the requirements of the modern labour market. Therefore, the adaptation of curricula to the competences and skills expected by the labour market is the main challenge for the education systems. The Council Recommendation on vocational education and training (VET)38 supports modernisation of VET systems to equip young people and adults with the knowledge, skills and competences they need to thrive in the evolving labour market and society, to manage the recovery and the just transitions to the green and digital economy, in times of demographic change and throughout all economic cycles. It promotes VET as a driver for innovation and growth, which is agile in adapting to labour market changes and providing skills for occupations in high demand. _________________ 38 Council Recommendation of 24
Amendment 107 #
Proposal for a decision Recital 13 (13) The Council Recommendation on vocational education and training (VET)38 supports modernisation of VET systems to equip young people and adults with the knowledge, skills and competences they need to thrive in the evolving labour market and society, to manage the recovery and the just transitions to the green and digital economy, in times of demographic change and throughout all economic cycles. It promotes VET as a potential driver for innovation and growth, which is agile in adapting to labour market changes and providing skills for occupations in high demand. _________________ 38 Council Recommendation of 24
Amendment 108 #
Proposal for a decision Recital 13 (13) The Council Recommendation on vocational education and training (VET)38 supports modernisation of VET systems to equip young people and adults with the knowledge, skills and competences they need to thrive in our society and the evolving labour market
Amendment 109 #
Proposal for a decision Recital 13 a (new) (13a) The Digital Volunteers Pilot Programme supports European SMEs in their digital transformation journey by growing their employees' digital competences, owing to the collaboration with skilled mentors from larger businesses and enables young qualified people and experienced senior citizens to share their digital skills with traditional businesses. With the demographic change, further development of volunteering and mentoring to transfer knowledge between generations in order to counteract social exclusion, allow the sharing of skills and experience, encourage the upgrading of the skills of younger and older workers and preserve traditional crafts as part of Europe’s heritage is of utmost importance.
Amendment 110 #
Proposal for a decision Recital 14 Amendment 111 #
Proposal for a decision Recital 14 (14) Skills for
Amendment 112 #
Proposal for a decision Recital 14 (14) Skills for the green and just transition and the upskilling and reskilling of the workforce will be needed in the context of the shift to a modern, resource- efficient
Amendment 113 #
Proposal for a decision Recital 14 (14) Skills for the green transition and the upskilling and reskilling of the workforce will be needed in the context of the shift to a modern, resource-efficient and competitive economy, as laid out under the European Green Deal39 setting the path towards EU climate neutrality by 2050.
Amendment 114 #
(14) Skills for the green transition and the upskilling and reskilling of the workforce will be needed in the context of the shift to a modern, resource-efficient and competitive economy, as laid out
Amendment 115 #
Proposal for a decision Recital 14 (14) Skills for the
Amendment 116 #
Proposal for a decision Recital 14 (14) Skills for
Amendment 117 #
Proposal for a decision Recital 14 a (new) (14a) The ongoing transition to a European 4.0 industry and related labour market needs require investment in developing strong VET 4.0 systems across Europe, promoting control and problem solving competences, high-performance skills in the technologies of the future such smart production and machinery, advanced robotics, cloud computing, artificial intelligence, data processing and the internet of things.
Amendment 118 #
Proposal for a decision Recital 15 (15) The Digital Decade Policy Programme 203041 reiterates the objective of ensuring that at least 80% of the EU population have at least basic digital skills by 2030, and sets the target of 20 million employed ICT specialists, with the aim of achieving gender convergence, by 2030, also by creating a cooperation framework between the Member States and the Commission. The Digital Decade42 stresses the lack of capacity of specialised education and training programmes to train additional ICT experts. The Digital Education Action Plan 2021-202743 emphasises that technological means should be used to ease accessibility and strengthen flexibility of learning opportunities, including upskilling and reskilling. Platform work can provide opportunities for employment and for accessing the labour market more easily, especially for disadvantaged groups, gaining additional income through a secondary activity or enjoying some flexibility in the organisation of working time. Most persons performing platform work have another job or other source of income and tend to be low paid. At the same time, platform work brings challenges, as it can result in unpredictable working hours and blur the boundaries between employment relationships and self-employed activities on one hand and the responsibilities of employers and workers on the other. Misclassification of the employment status has consequences for the persons affected as it restricts access to existing labour and social rights. It can also lead to labour exploitation and an uneven playing field with respect to businesses that classify their workers correctly, especially affecting SMEs. More over, it has implications for Member States’ industrial relations systems, their tax base and the coverage and sustainability of their social protection systems. While such challenges are broader than platform work, they are particularly acute and pressing in the platform economy. _________________ 41 Proposal for a Decision of the European
Amendment 119 #
Proposal for a decision Recital 15 (15) In Europe, more than 90% of professional roles require a basic level of digital knowledge, just as they require basic literacy and numeracy skills. The use of digital tools is spreading across all sectors from business to transport and even to farming. However, around 42% of Europeans lack basic digital skills, including 37% of those in the workforce1c. The Digital Decade Policy Programme 203041 reiterates the objective of ensuring that at least 80% of the EU population have at least basic digital skills by 2030, and sets the target of 20 million employed ICT specialists, with the aim of achieving gender convergence, by 2030, also by creating a cooperation framework between the Member States and the Commission. The Digital Decade42 stresses the lack of capacity of specialised education and training programmes to train additional ICT experts. The Digital Education Action Plan 2021-202743 emphasises that technological means should be used to ease accessibility and strengthen flexibility of learning opportunities, including upskilling and reskilling. _________________ 1c European Commission, Shaping Europe’s Digital Future 41 Proposal for a Decision of the European
Amendment 120 #
Proposal for a decision Recital 15 (15) The Digital Decade Policy Programme 203041 reiterates the objective of ensuring that at least 80% of the EU population have at least basic digital skills by 2030 to allow all Europeans to benefit from the welfare brought by an inclusive digital society, with a special attention to older workers and marginalised groups, and sets the target of 20 million employed ICT specialists, with the aim of achieving gender convergence, by 2030, also by creating a cooperation framework between the Member States and the Commission. The Digital Decade42 stresses the lack of capacity of specialised education and training programmes to train additional ICT experts. The Digital Education Action Plan 2021-202743 emphasises that technological means should be used to ease accessibility and strengthen flexibility of learning opportunities, including upskilling and reskilling. _________________ 41 Proposal for a Decision of the European
Amendment 121 #
Proposal for a decision Recital 15 (15) The Digital Decade Policy Programme 203041 reiterates the objective of ensuring that at least 80% of the EU population have at least basic digital skills by 2030, and sets the target of 20 million employed ICT specialists
Amendment 122 #
Proposal for a decision Recital 16 Amendment 123 #
Proposal for a decision Recital 16 (16) The Commission Communication on An Updated Industrial Strategy44 calls for decisive action to make lifelong learning a reality for all and ensure that education and training keep pace with and help deliver the digital and green transitions. It underlines that a skilled workforce is key in ensuring successful transitions, supporting the competitiveness of the European industry, its digital and green transition and quality job creation. It also recognises the importance of strong partnerships between the EU, Member States, social partners and other relevant stakeholders and cooperation between and within industrial ecosystems. The social economy can play a decisive role as it is an important proponent of socially fair and inclusive digital and green transitions and a key driver of social innovation, including in the field of reskilling and upskilling. In order to modernize reskilling and upskilling policies, social innovation should include the educational use of video games and streaming platforms, which can contribute substantially to the development of new skills. _________________ 44 Communication from the Commission to
Amendment 124 #
Proposal for a decision Recital 16 (16) The Commission Communication on An Updated Industrial Strategy44 calls for decisive action to make lifelong learning a reality for all and ensure that education and training keep pace with and help deliver the digital and green transitions. It underlines that a skilled workforce is key in ensuring successful just transitions, supporting
Amendment 125 #
Proposal for a decision Recital 16 (16) The Commission Communication on An Updated Industrial Strategy4
Amendment 126 #
Proposal for a decision Recital 16 a (new) (16a) Although the green and digital transitions can offer prospects and opportunities, they require specific skills, without which it will be difficult to cope successfully with labour market changes and participate in Europe’s social and economic life, ensuring greater competitiveness and resilience, as well as mitigating the effects that these transitions will have on the employment of European citizens and on SMEs.
Amendment 127 #
Proposal for a decision Recital 17 Amendment 128 #
Proposal for a decision Recital 17 (17) A
Amendment 129 #
Proposal for a decision Recital 17 (17) Attracting skilled third-country nationals can contribute to tackling the Union’s skills and labour shortages. The demographic change and other societal and economic factors are gradually bringing about qualitative shortages on the labour market, making it hard to find suitably qualified workers, and, as demographic trends become increasingly unfavourable with an expected rise of old- age dependency ratio to increase from 29.6 % in 2016 to 51.2 % in 20701b, there are also quantitative shortages in particular in strategic areas such as artificial intelligence (AI) and information and communication technologies(ICTs) as well as a general shortfall in the number of people who are willing and able to take up employment in specific sectors, including the care sector, the construction industry, the agricultural sector and the domestic sector. In October 2021, the revised EU Blue Card Directive45 entered into force, a key achievement for attracting highly skilled talent into the labour market. The New Pact on Migration and Asylum46 also places a strong emphasis on labour migration and on integration of third country nationals. Against this background, the Commission adopted a Skills and Talent Package47 in April 2022 to reinforce the legal framework and Union action in this area. Proposals to recast the Long-
Amendment 130 #
Proposal for a decision Recital 17 (17)
Amendment 131 #
Proposal for a decision Recital 17 (17)
Amendment 132 #
Proposal for a decision Recital 17 (17) Attracting skilled third-country nationals can contribute to tackling the Union’s skills and labour shortages. In October 2021, the revised EU Blue Card Directive45 entered into force, a key achievement for attracting highly skilled talent into the labour market. The New Pact on Migration and Asylum46 also places a strong emphasis on labour migration and on integration of third country nationals. Against this background, the Commission adopted a Skills and Talent Package47 in April 2022 to reinforce the legal framework and Union action in this area. Proposals to recast the Long- Term Residents Directive and the Single Permit Directive will allow to simplify the procedures for the admission of workers of all skill levels to the Union. The Commission will also continue to roll out an EU Talent Pool to facilitate labour matching with non-EU nationals which is of particular importance in the context of the Ukrainian war refugees seeking employment in the EU Member States. The Commission is also working towards the launch of tailor-made Talent Partnerships with specific key partner countries to boost international labour mobility and development of talent in a mutually beneficial and circular way. In addition, the Union continues to be the leading contributor to global funding for education focusing especially on teacher training, girls education and vocational education and training. This work, under the umbrella of the Global Gateway strategy48 , is complementary to the objectives of this
Amendment 133 #
Proposal for a decision Recital 17 (17) Attracting skilled third-country nationals can be one of the ways to contribute to tackling the Union’s skills and labour shortages. In
Amendment 134 #
Proposal for a decision Recital 17 (17) Attracting skilled third-country nationals can contribute to tackling the Union’s skills and labour shortages. In October 2021, the revised EU Blue Card Directive45 entered into force, a key achievement for attracting highly skilled talent into the labour market. The New Pact on Migration and Asylum46 also places a strong emphasis on labour migration and on integration of third country nationals. Against this background, the Commission adopted a Skills and Talent Package47 in April 2022 to reinforce the legal framework and Union action in this area. Proposals to recast the Long- Term Residents Directive and the Single Permit Directive will allow to simplify the procedures for the admission of workers of all skill levels to the Union. The Commission will also continue to roll out an EU Talent Pool to facilitate labour matching with non-EU nationals. The
Amendment 135 #
Proposal for a decision Recital 18 (18) Trust in and transparency of qualifications, whether acquired in Europe or beyond, is key in facilitating their recognition. EU transparency tools (European Qualifications Framework, Europass, ESCO, EU Skills Profile Tool for third country nationals, European Digital Credentials for Learning) are a starting point to help increase the transparency and comparability of qualifications. For well functioning labour markets, skills must be understood and valued, whether acquired in formal, non- formal or informal settings. Skills identification and documentation, as well as guidance to make skills visible, are crucial steps in this context. The recognition of migrant workers and refugees’ formal and non-formal qualifications should be eased in order to smooth their integration into the European labour markets.
Amendment 136 #
Proposal for a decision Recital 18 (18) Trust in and transparency of qualifications, whether acquired in Europe or beyond, is key in facilitating their recognition. EU transparency tools (European Qualifications Framework, Europass, ESCO, EU Skills Profile Tool for third country nationals, European Digital Credentials for Learning) are a starting point to help increase the transparency and comparability of qualifications. For well functioning labour markets, skills must be understood and valued, whether acquired in formal, non- formal or informal settings. Skills identification and documentation, as well as guidance to make skills visible, are crucial steps in this context. European recognition of professional qualifications, and its full implementation, should become a priority for all Member States.
Amendment 137 #
Proposal for a decision Recital 18 (18) Trust in and transparency of qualifications
Amendment 138 #
Proposal for a decision Recital 18 (18) Trust in and transparency of qualifications, whether acquired in Europe or beyond, is key in facilitating their recognition. EU transparency tools (European Qualifications Framework, Europass, ESCO, EU Skills Profile Tool for third country nationals, European Digital Credentials for Learning) are a starting point to help increase the transparency and comparability of qualifications. For well functioning labour markets, skills must be understood
Amendment 139 #
Proposal for a decision Recital 18 (18) Trust in and transparency of qualifications
Amendment 140 #
Proposal for a decision Recital 18 (18) Trust in and transparency of qualifications, whether acquired in Europe or beyond, is key in facilitating their recognition. EU transparency tools (European Qualifications Framework, Europass, ESCO, EU Skills Profile Tool for third country nationals, European Digital Credentials for Learning) are a starting point to help increase the transparency and comparability of skills and qualifications. For well functioning labour markets, skills must be understood and valued, whether acquired in formal, non-
Amendment 141 #
Proposal for a decision Recital 18 (18) Trust in and transparency of qualifications, whether acquired in Europe or beyond, is key in facilitating their recognition. EU transparency tools (European Qualifications Framework, Europass, EURES, ESCO, EU Skills Profile Tool for third country nationals, European Digital Credentials for Learning) are a starting point to help increase the transparency and comparability of qualifications. For well functioning labour markets, skills must be understood and valued, whether acquired in formal, non- formal or informal settings. Skills identification and documentation, as well as guidance to make skills visible, are crucial steps in this context.
Amendment 142 #
Proposal for a decision Recital 18 a (new) (18a) Protection of mobile workers’ working and living conditions based on the principle of equal treatment must provide for the free movement of workers and the freedom to provide services; however, deficiencies persist in the protection of mobile workers, including cross-border and frontier workers, as highlighted by the COVID-19 pandemic. Any deficiencies in EU and national legislation must therefore be addressed without undue delay, highlighting the need to comply with the applicable legislation on access to and portability of social rights and social protection, recognition of diplomas, qualifications and skills and access to training, bearing in mind that any frontier restrictions inside the European Union, even where adopted in response to a serious public health emergency, should take account of their impact on mobile workers and should respond to their specific situation.
Amendment 143 #
Proposal for a decision Recital 18 a (new) (18a) Skills are the foundation of modern life and therefore their development has to be further encouraged by the initiatives such as EuroSkills competitions which have an important impact on the positive image of VET systems, promotion of new jobs and new skills, attracting young people to choose the career in VET, changing VET systems into the modern economy and boosting cooperation between education and employers and labour market.
Amendment 144 #
Proposal for a decision Recital 19 (19) Overall public and private investments in upskilling and reskilling are insufficient. Most job-related training in the Union is employer-sponsored or supported by social partners’ funds. However, many companies, in particular SMEs, do not provide or fund training for their staff, and individuals in atypical work have less or no access to employer- sponsored training. Such inequalities undermine individuals’ welfare and health, reduce economic competitiveness, result in missed opportunities and barriers to innovation and risk leaving people behind in the transition to more sustainable economic activities. An enabling framework unlocking and incentivising employers’ financial investments in skills and giving visibility to the economic value of upskilling and reskilling
Amendment 145 #
(19) Overall public and private investments in upskilling and reskilling are insufficient. Most job-related training in the Union is employer-sponsored or supported by social partners’ funds. However, many companies, in particular SMEs, do not provide or fund training for their staff, and individuals in atypical work have less or no access to employer- sponsored training. Such inequalities undermine individuals’ welfare and health, reduce economic competitiveness, result in missed opportunities and barriers to innovation and risk leaving people behind in the transition to more sustainable economic activities.
Amendment 146 #
Proposal for a decision Recital 19 (19) Overall public and private investments in upskilling and reskilling are insufficient. Most job-related training in
Amendment 147 #
Proposal for a decision Recital 19 (19) Overall public and private investments in upskilling and reskilling are insufficient. Most job-related training in the Union is employer-sponsored. However, many companies, in particular SMEs, do not have enough resources to provide or fund training for their staff, and individuals in atypical work have less or no access to employer-
Amendment 148 #
Proposal for a decision Recital 19 (19) Overall public and private investments in upskilling and reskilling are insufficient. Most job-related training in the Union is employer-sponsored. However, many companies, in particular SMEs, do not provide or fund training for their staff,
Amendment 149 #
Proposal for a decision Recital 19 a (new) (19a) Basic digital skills are essential for most employees and employers and their importance is expected to increase further. ICT literacy has become one of the prerequisites for building a knowledge-based society and an essential part of lifelong learning. Enterprises must dedicate a significant proportion of their resources to ensure that their employees are able to work with the latest technologies and in the new organisational environments associated with them. Therefore, the role of workplace education is essential for the future of work.
Amendment 150 #
Proposal for a decision Recital 19 a (new) (19a) As regards the business environment and especially SMEs, the lack of uniform procedures for mobile working and for the provision of services should be noted, as well as the persistent problem with the recognition of professional qualifications, where progress is needed, for example for highly demanded IT professionals across Europe.
Amendment 151 #
Proposal for a decision Recital 20 (20) In the past, the Union witnessed significant increases in the public investments in initial education and training. However, so far, this has not been matched with corresponding increases in investments to support continuing skills development throughout the entire working life.49 The Council Conclusions of 8 June 202050 invite Member States to “explore possible models for public and private financing of lifelong learning and the development of skills on an individual level”, and call on the Commission to support Member States in these efforts. In its resolution on European youth, the European Parliament notes that support should be given to national Public Employment Services for its implementation of the ESF+ budget line in coordination with private and public partners, while creating synergies with the European Education Area. It highlights the added value of ALMA in addition to already existing opportunities under Erasmus+ and the European Solidarity Corps to ensure that virtual learning and cooperation remain combined with physical mobility under ESF+. _________________ 49 See for instance the increase in tertiary
Amendment 152 #
Proposal for a decision Recital 20 (20) In the past, the Union witnessed significant increases in the public investments in initial education and training. However, so far, this has not been matched with corresponding increases in investments and the development of systemic approaches to support continuing skills development throughout the entire working life.49 The Council Conclusions of 8 June 202050 invite Member States to “explore possible models for public and private financing of lifelong learning and the development of skills on an individual level”, and call on the Commission to support Member States in these efforts. _________________ 49 See for instance the increase in tertiary
Amendment 153 #
Proposal for a decision Recital 21 (21) Significant EU funding support is available for reskilling and upskilling, for instance through the European Social Fund Plus (ESF+), the Recovery and Resilience Facility (RRF)51
Amendment 154 #
Proposal for a decision Recital 21 (21) Significant EU funding support is available for reskilling and upskilling, for instance through the European Social Fund Plus (ESF+), the Recovery and Resilience Facility (RRF)51 , the European Regional Development Fund (ERDF), the Just Transition Fund (JTF), the InvestEU programme, the Digital Europe Programme, Erasmus+, Horizon Europe, the Programme for Environment and climate action (LIFE), the Modernisation Fund, the Neighbourhood, Development and International Cooperation Instrument (NDICI). The ESF+ remains the main EU funding tool to invest in more and better skills of the workforce, in particular by supporting institutions and services to
Amendment 155 #
Proposal for a decision Recital 22 (22) Regulation (EU) 2021/1056 of the European Parliament and of the Council establishing the Just Transition Fund53 recognises that upskilling and reskilling of workers and jobseekers is an instrument needed to ensure a fair and inclusive green transition and to mitigate adverse consequences. The Council Recommendation on ensuring a fair transition towards climate neutrality54 sets out specific guidance to help Member States devise and implement policy packages on relevant employment and social aspects, including upskilling and reskilling policies. Furthermore, the Council Recommendation on learning for the green transition and sustainable development55 promotes policies and programmes to ensure that learners of all ages acquire the knowledge and skills to benefit from a changing labour market, live sustainably and take action for a sustainable future. In that context, the European Year of Skills 2023 should give a special attention to up and re-skilling of workers from regions and sectors that will be the most impacted by decarbonisation policies in order to avoid rising inequalities between European regions and to ensure cohesion and upward convergence for a just transition. _________________ 53 Regulation (EU) 2021/1056 of the
Amendment 156 #
Proposal for a decision Recital 24 (24) Tailor-made expertise through the Commission’s Technical Support Instrument (TSI) can help Member States undertake reforms linked to national or regional/public authorities strategies on skills, translating temporary EU funding into durable improvements in the available reskilling and upskilling opportunities. Mutual learning, facilitated by the Commission, can also support the process.
Amendment 157 #
Proposal for a decision Recital 25 (25) The European Strategy for the Rights of Persons with Disabilities 2021- 203056 aims to ensure their full participation in society, on an equal basis with others in the Union and beyond. Within the Strategy, the European Commission commits to make sure that
Amendment 158 #
Proposal for a decision Recital 25 a (new) (25a) Following the European Parliament's approval of the Declaration about implementing a European cardiac arrest awareness week, it is important to bring to the attention of citizens that sudden cardiac arrest is the third leading cause of death in Europe with nearly 350,000 fatalities every year. Immediate intervention by citizens performing the skills of simple chest compressions and if possible, also rescue breathing (CPR – CardioPulmonary Resuscitation), including delivery of defibrillation with an AED (Automated External Defibrillator), can triple survival, as demonstrated in a nationwide initiative. To increase the number of survivors after sudden cardiac arrest by 100,000 every year in Europe, more citizens need to apply these skills to bridge the time until professional Emergency Medical Services arrive. The most efficient and sustainable measure to increase the citizen’s CPR rate is to educate schoolchildren in resuscitation as an essential skill from primary to secondary school. This is also recommended by the World Health Organization (WHO) since 2015, and it is supported by many national and international organizations and the social partners. Educating schoolchildren in CPR will also increase resilience and positive social behaviour in European citizens. The European Resuscitation Council 2021 guidelines describe the framework to implement these specific skills all over Europe.
Amendment 159 #
Proposal for a decision Recital 25 a (new) (25a) The European Innovation Partnership on Active and Healthy Ageing aims to improve the health and quality of life of the elderly in the Union and emphasizes prevention and lifelong learning. The Partnership’s dissemination of good practices on active ageing focuses on digital reskilling and upskilling, as to ensure that the elderly can fully participate in an increasingly digitalized society.
Amendment 160 #
Proposal for a decision Recital 28 a (new) (28a) In this regard, highlights the importance of starting the European Year of Skills 2023 in a timely manner and warns about the risks of delaying the start of the European Year of Skills.
Amendment 161 #
Proposal for a decision Article 1 – paragraph 1 The
Amendment 162 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the
Amendment 163 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the 2020 European Skills Agenda and the EU headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year shall be to
Amendment 164 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the 2020 European Skills Agenda and the EU headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year shall be to further promote a mindset of achieving full personal and professional potential of individuals, reskilling and upskilling thereby boosting competitiveness of European companies, in particular small and medium-sized entreprises, realising the full potential of the digital and green transitions in a socially fair, inclusive and just manner
Amendment 165 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the 2020 European Skills Agenda and the EU headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year shall be to further promote a mindset of reskilling and upskilling thereby boosting competitiveness of European companies, in particular small and medium-sized entreprises
Amendment 166 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the 2020 European Skills Agenda and the EU headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year shall be advancing continuing learning to provide relevant and sustainable lifelong learning systems. The initiative is to further promote a mindset of reskilling and upskilling thereby boosting competitiveness of European companies, in particular small and medium-sized entreprises, realising the full potential of the digital and green transitions in a socially fair, inclusive and just manner. More specifically, the activities of the Year will promote skills policies and investments to ensure that nobody is left behind in the twin transition and the economic recovery, and to notably address labour shortages for a better skilled workforce in the Union that is able to seize the opportunities of this process, by:
Amendment 167 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the 2020 European Skills Agenda and the EU headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year shall be to further promote a mindset of reskilling and upskilling
Amendment 168 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the 2020 European Skills Agenda and the EU headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year shall be to further promote a mindset of reskilling and upskilling thereby boosting
Amendment 169 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the 2020 European Skills Agenda and the EU headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year shall be to further promote a mindset of reskilling and upskilling thereby boosting competitiveness of European companies, in particular small and medium-sized entreprises, realising the full potential of the digital and green transitions in a socially fair, inclusive and just manner. More specifically, the activities of the Year will promote skills policies and investments to ensure that nobody is left behind in the twin transition and the economic recovery, and to notably address labour shortages and skills mismatches for a better skilled workforce in the Union that is able to seize
Amendment 170 #
Proposal for a decision Article 2 – paragraph 1 – introductory part In line with principles 1, 4 and 5 of the European Pillar of Social Rights, contributing to the objectives set out in the 2020 European Skills Agenda and the EU headline targets set by the European Pillar of Social Rights Action Plan, the overall objective of the European Year shall be to further promote a mindset of reskilling and upskilling thereby boosting
Amendment 171 #
Proposal for a decision Article 2 – paragraph 1 – point -1 (new) -1. Promoting the creation of good quality jobs and retention strategies as the best way to attract a skilled workforce and incentivise employers to invest in their worker’s skills development.
Amendment 172 #
Proposal for a decision Article 2 – paragraph 1 – point 1 1. Promoting increased, more effective and inclusive investment into
Amendment 173 #
Proposal for a decision Article 2 – paragraph 1 – point 1 1. Promoting increased, more
Amendment 174 #
Proposal for a decision Article 2 – paragraph 1 – point 1 1. Promoting increased, more effective and inclusive investment into training and upskilling to harness the full potential of the European current and future workforce and to support people in managing job-to-job transitions, active ageing, and benefiting from the new opportunities brought by the ongoing economic transformation. The reduction of inequalities must be a cross-cutting objective, with a focus on gender equality, people with disabilities and low-skilled people.
Amendment 175 #
1. Promoting increased, more effective and inclusive investment into training and upskilling to harness the full potential of the European current and future workforce and to support people and companies, particularly companies lacking the appropriate instruments and size, in managing job-to-job transitions, active ageing, and benefiting from the new opportunities brought by the ongoing economic transformation.
Amendment 176 #
Proposal for a decision Article 2 – paragraph 1 – point 1 1. Promoting increased, more effective and inclusive investment into free training and upskilling to harness the full potential of the European current and future workforce, to ease young workers integration into the labour market and
Amendment 177 #
Proposal for a decision Article 2 – paragraph 1 – point 1 1. Promoting increased, more effective and inclusive investment into training, reskilling and upskilling to harness the full potential of the European current and future workforce and to support people in entering the labour market, managing job-to-job transitions, active ageing, and benefiting from the new opportunities brought by the ongoing economic transformation.
Amendment 178 #
Proposal for a decision Article 2 – paragraph 1 – point 1 1. Promoting increased, more effective and inclusive investment by public authorities and companies into training and upskilling to harness the full potential of the European current and future workforce and to support people in managing job-to-job transitions, active ageing, and benefiting from the new opportunities brought by the ongoing economic transformation.
Amendment 179 #
Proposal for a decision Article 2 – paragraph 1 – point 1 1. Promoting increased, more
Amendment 180 #
Proposal for a decision Article 2 – paragraph 1 – point 1 1. Promoting increased, more effective and inclusive investment into training and upskilling to harness the full potential of the European current and future workforce and to support people in managing job-to-job transitions
Amendment 181 #
Proposal for a decision Article 2 – paragraph 1 – point 2 2. Strengthening skills relevance by
Amendment 182 #
Proposal for a decision Article 2 – paragraph 1 – point 2 2. Strengthening skill
Amendment 183 #
Proposal for a decision Article 2 – paragraph 1 – point 2 2.
Amendment 184 #
Proposal for a decision Article 2 – paragraph 1 – point 2 2. Strengthening skills relevance by closely cooperating with social partners, public and private employment services, local authorities employment services, companies, education and training providers and developing joined-up approaches with all branches of governments.
Amendment 185 #
Proposal for a decision Article 2 – paragraph 1 – point 2 2. Strengthening skills relevance of training provision by closely cooperating with social partners, public and private employment services,
Amendment 186 #
Proposal for a decision Article 2 – paragraph 1 – point 2 2. Strengthening skills relevance by closely cooperating at Member State and regional level with social partners, public and private employment services, companies, education and training providers
Amendment 187 #
Proposal for a decision Article 2 – paragraph 1 – point 2 a (new) 2a. Reinforcing the recognition of skills and competences, in particular from informal and non formal education, while furthering common frameworks across Member States, especially on a common recognition of soft skills.
Amendment 188 #
Proposal for a decision Article 2 – paragraph 1 – point 3 3. Matching people’s aspirations and skills-set with labour market opportunities especially those offered by the green and digital transitions and the core sectors in need of recovery from the pandemic. A special focus will be given to activate more people for the labour market, in particular women and young people especially those not in education, employment or training (NEETs). In addition to the matching hard skills, it is also important to focus on mastering language skills as well as cross- cutting skills such as critical thinking, entrepreneurship, creativity, intercultural and interreligious competences, team work or media literacy that are important for sustainable growth, productivity, adaptation to the transformations of the labour market, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs);
Amendment 189 #
Proposal for a decision Article 2 – paragraph 1 – point 3 3. Matching people’s aspirations and skills-set with the societal challenges and opportunities, labour market opportunities especially those offered by the green and digital transitions and the core sectors in need of recovery from the pandemic. A
Amendment 190 #
Proposal for a decision Article 2 – paragraph 1 – point 3 3. Matching people’s aspirations and skills-set with labour market opportunities especially those offered by the green and digital transitions and the core sectors in need of recovery from the pandemic. A special focus will be given to activate more people for the labour market, in particular women and young people especially those not in education, employment or training (NEETs), as well as persons with disabilities, marginalised groups and people living in remote areas and in outermost regions.
Amendment 191 #
Proposal for a decision Article 2 – paragraph 1 – point 3 3. Matching people’s aspirations and skills-set with labour market opportunities especially those offered by the green and digital transitions and the core sectors in need of recovery from the pandemic. A special focus will be given to activate more people for the labour market, in particular women and young people especially those not in education, employment or training (NEETs), as well as persons with disabilities, marginalised groups and people living in remote areas, as well as vulnerable groups, persons with disabilities and persons in rural and mountain areas.
Amendment 192 #
Proposal for a decision Article 2 – paragraph 1 – point 3 3. Matching people’s aspirations and skills-set with labour market opportunities especially those offered by the green and digital transitions and the core sectors in need of recovery from the pandemic. A special focus will be given to activate more people for the labour market, in particular women, people with a migration background, low-skilled and low-qualified adults and young people especially those not in education, employment or training (NEETs).
Amendment 193 #
Proposal for a decision Article 2 – paragraph 1 – point 3 3. Matching people’s aspirations and skills-set with quality jobs, learning rich workplaces, and labour market opportunities especially those offered by the green and digital transitions and the core sectors in need of recovery from the pandemic. A special focus will be given to activate more people for the labour market, in particular women and young people especially those not in education, employment or training (NEETs).
Amendment 194 #
Proposal for a decision Article 2 – paragraph 1 – point 3 3. Matching people’s aspirations and skills-set with labour market opportunities especially those offered by the green and digital transitions, emerging new sectors and the core sectors in need of recovery from the pandemic. A special focus will be given to activate more people for the labour market, in particular women and young people especially those not in education, employment or training (NEETs).
Amendment 195 #
Proposal for a decision Article 2 – paragraph 1 – point 3 3. Matching people’s aspirations and skills-set with labour market opportunities especially those offered by the green and digital transitions and the core sectors in need of recovery from the pandemic. A special focus will be given to activate more people for the labour market, in particular
Amendment 196 #
Proposal for a decision Article 2 – paragraph 1 – point 3 a (new) 3a. Promoting increased European mobility under the Erasmus+ and European Solidarity Corps programmes, for students, apprentices, teachers and trainers, while aiming for the better recognition of the skills and competences acquired during a mobility period, especially on civic and social competences.
Amendment 197 #
Proposal for a decision Article 2 – paragraph 1 – point 3 a (new) 3a. Ensuring payed traineeship and apprenticeship in order to avoid exploitative practices, while guaranteeing that young people receive adequate and quality first working experiences, opportunities for upskilling and new qualifications or credentials.
Amendment 198 #
Proposal for a decision Article 2 – paragraph 1 – point 4 4. Attracting people from third countries with the skills needed by the Union, including by strengthening learning opportunities and mobility, and by facilitating the
Amendment 199 #
Proposal for a decision Article 2 – paragraph 1 – point 4 4.
Amendment 200 #
Proposal for a decision Article 2 – paragraph 1 – point 4 4.
Amendment 201 #
Proposal for a decision Article 2 – paragraph 1 – point 4 Amendment 202 #
Proposal for a decision Article 2 – paragraph 1 – point 4 4. Attracting people from third countries with the skills needed by the Union, including by strengthening learning opportunities and mobility, and by facilitating the recognition of qualifications without, however, reducing the quality of services provided.
Amendment 203 #
Proposal for a decision Article 2 – paragraph 1 – point 4 a (new) 4a. Promoting decent working conditions at company level to retain and attract skilled workers.
Amendment 204 #
Proposal for a decision Article 2 – paragraph 1 – point 4 b (new) 4b. Promoting support and solutions for people who are not able to reskill or upskill in order to ensure that no one is left behind.
Amendment 205 #
Proposal for a decision Article 3 – paragraph 1 – introductory part 1. The measures to
Amendment 206 #
Proposal for a decision Article 3 – paragraph 1 – introductory part 1. The measures to be taken to achieve the objectives set out in Article 2 shall include the following activities at European, national, regional or local level, in line with the principle of subsidiarity and, where relevant, in cooperation with third countries, linked to the objectives of the European Year:
Amendment 207 #
Proposal for a decision Article 3 – paragraph 1 – point -a (new) (-a) promoting actions, projects and funding opportunities to encourage access to life-long learning and training for workers in collective bargaining agreements, supporting social dialogue and the role of trade unions in the definition of skills needs and training and the design of national, sectoral and company-specific skills strategies and training programmes;
Amendment 208 #
Proposal for a decision Article 3 – paragraph 1 – point a (a) Accessible conferences, forum discussions and further events to promote debate on the role and contribution of skills policies to achieve
Amendment 209 #
Proposal for a decision Article 3 – paragraph 1 – point a (a) conferences, forum discussions and further events to promote debate on the role and contribution of skills policies to achieve
Amendment 210 #
Proposal for a decision Article 3 – paragraph 1 – point a (a) co
Amendment 211 #
Proposal for a decision Article 3 – paragraph 1 – point a (a) conferences, forum discussions and further events to promote debate on the role and contribution of skills policies to achieve
Amendment 212 #
Proposal for a decision Article 3 – paragraph 1 – point a (a) Online and in person conferences, forum discussions and further events to promote debate on the role and contribution of skills policies to achieve competitive, sustainable and fair economic growth in light of the demographic change and to mobilise relevant stakeholders to ensure access to training is a reality on the ground;
Amendment 213 #
Proposal for a decision Article 3 – paragraph 1 – point a (a) conferences, forum discussions and further events to promote debate on the role and contribution of skills and active ageing policies to achieve competitive, sustainable and fair economic growth in light of the demographic change and to mobilise relevant stakeholders to ensure access to training is a reality on the ground;
Amendment 214 #
Proposal for a decision Article 3 – paragraph 1 – point a (a) conferences, forum discussions and further events to promote debate on the role and contribution of skills policies to achieve competitive, sustainable and fair economic growth in light of the demographic change and to mobilise relevant stakeholders to ensure access to
Amendment 215 #
Proposal for a decision Article 3 – paragraph 1 – point a – point i (new) i) developing local strategies and local pacts for skills to close the gap between skills mismatch and the labour shortages, while supporting the development of one-stop-shops and local hubs for skills development.
Amendment 216 #
Proposal for a decision Article 3 – paragraph 1 – point c (c) initiatives targetting inter alia individuals, companies, specifically adapted for companies lacking the appropriate instruments and size, chambers of commerce and industry, social partners, public authorities, education and training providers to promote the provision, financing and uptake of upskilling and reskilling opportunities, particularly for disadvantaged groups and vulnerable citizens, also taking gender and geographical location into account;
Amendment 217 #
Proposal for a decision Article 3 – paragraph 1 – point c (c) initiatives targetting inter alia individuals, companies, chambers of commerce and industry, social partners, public authorities, education and training providers to promote the provision, financing and uptake of upskilling and reskilling opportunities and reinforce skills utilisation at the workplaces;
Amendment 218 #
Proposal for a decision Article 3 – paragraph 1 – point c (c) initiatives target
Amendment 219 #
Proposal for a decision Article 3 – paragraph 1 – point d (d) information, communication and awareness-raising campaigns on EU initiatives for upskilling and reskilling, including those carried out by European social partners, promoting their implementation and delivery on the ground and also their uptake by potential beneficiaries;
Amendment 220 #
Proposal for a decision Article 3 – paragraph 1 – point d (d) information, communication and awareness-raising campaigns building activities on EU initiatives for upskilling and reskilling, promoting their implementation and delivery on the ground and also their uptake by potential beneficiaries;
Amendment 221 #
Proposal for a decision Article 3 – paragraph 1 – point d (d) information, communication and awareness-raising campaigns on EU initiatives for lifelong learning, upskilling and reskilling, promoting their implementation and delivery on the ground and also their uptake by potential beneficiaries;
Amendment 222 #
Proposal for a decision Article 3 – paragraph 1 – point e (e) increasing dialogue
Amendment 223 #
Proposal for a decision Article 3 – paragraph 1 – point e (e) increasing dialogue
Amendment 224 #
Proposal for a decision Article 3 – paragraph 1 – point e (e) increasing dialogue in existing stakeholder groups and networks, including in European sectoral social dialogue committees, also via established online platforms;
Amendment 225 #
Proposal for a decision Article 3 – paragraph 1 – point f (f) implementing and as necessary developing further skills intelligence tools, while promoting and disseminating their application in identifying current and future skills needs, particularly linked to the
Amendment 226 #
Proposal for a decision Article 3 – paragraph 1 – point f a (new) (fa) promotion of surveys and instruments of analysis aimed at identifying difficulties and barriers so as to ensure both access to training and reskilling and recognition of professional qualifications and its full implementation.
Amendment 227 #
Proposal for a decision Article 3 – paragraph 1 – point g (g) promoting and further implementing tools and instruments for increased transparency and mutual validation and recognition of qualifications, including qualifications awarded outside the Union, and for the validation and recognition of skills acquired in non-formal or informal settings;
Amendment 228 #
Proposal for a decision Article 3 – paragraph 1 – point g (g) promoting the necessity to improve the validation systems and tools and instruments for increased transparency of qualifications, including qualifications awarded outside the Union, and the recognition, validation, and certification of those qualifications;
Amendment 229 #
Proposal for a decision Article 3 – paragraph 1 – point g (g) promoting tools and instruments for increased transparency of qualifications, including qualifications awarded outside the Union; promoting tools for a formal recognition of informally gained skills;
Amendment 230 #
Proposal for a decision Article 3 – paragraph 1 – point g (g) promoting tools and instruments for increased transparency
Amendment 231 #
Proposal for a decision Article 3 – paragraph 1 – point g a (new) (ga) favouring policy making on skills to achieve concrete impact on the lives of young and older people, thereby allowing them to better recognise themselves in a Union taking care of their future during the Year of Skills.
Amendment 232 #
Proposal for a decision Article 3 – paragraph 1 – point h (h) promoting programmes, funding opportunities, projects, actions and networks of relevance to public, private and non-governmental stakeholders, involved in the design, dissemination and implementation of upskilling and reskilling opportunities, learning and education and vocational training;
Amendment 233 #
Proposal for a decision Article 3 – paragraph 1 – point h – point i (new) i) A European Parliamentary group/committee to ensure the implementation and awareness at grass roots level of the years activities and outreach.
Amendment 234 #
Proposal for a decision Article 3 – paragraph 1 – point h – point i (new) i) follow up of the Porto Summit to analyse how these actions are contributing to achieving the 2030 targets.
Amendment 235 #
Proposal for a decision Article 3 – paragraph 1 – point h a (new) (ha) Considers of outmost importance for the citizens to be able to acquire and perform the skills of immediate intervention and simple chest compressions and if possible, also rescue breathing (CPR – CardioPulmonary Resuscitation) after sudden cardiac arrest; more citizens need to apply these skills to bridge the time until professional Emergency Medical Services arrive ; acknowledges that educating school children in resuscitation as an essential skill from primary to secondary school is recommended by the World Health Organization, supported by many national and international organizations and the social partners; educating school children in CPR will also increase resilience and positive social behaviour of the European citizens.
Amendment 236 #
Proposal for a decision Article 3 – paragraph 1 – point h a (new) (ha) development of specific sectoral strategies both to promote and facilitate voluntary mobility of workers and to draw up and implement the support structures needed for upskilling and reskilling of workers, applying the relevant public policies and offering high-quality, skills- based job opportunities.
Amendment 237 #
Proposal for a decision Article 3 – paragraph 1 – point h a (new) (ha) establishing a European legal framework, in cooperation with the Member States and the Parliament, in respect of the principle of subsidiarity, to ensure common and fair conditions and adequate remuneration for traineeships and apprenticeships;
Amendment 238 #
Proposal for a decision Article 3 – paragraph 1 – point h a (new) (ha) developing toolbox in order to support the most vulnerable groups, e.g. persons with disabilities, persons with special needs, persons coming from remote or disadvantaged backgrounds;
Amendment 239 #
Proposal for a decision Article 3 – paragraph 1 – point h b (new) (hb) greater promotion, application and enforcement of the European Qualifications Framework to guarantee a widely used recognition instrument throughout the European Union;
Amendment 24 #
Proposal for a decision Recital 1 (1) A skilled workforce
Amendment 240 #
Proposal for a decision Article 3 – paragraph 1 – point h c (new) (hc) promotion of permanent education and learning systems that are inclusive and accessible to all, as well as of equal access to high-quality education and to training, in order to facilitate access to skills development by disadvantaged groups and vulnerable citizens, who are at risk of being unemployed and less qualified, also taking account of Europe’s Strategy for the Rights of Persons with Disabilities 2021-2030 and of gender and geographical location.
Amendment 241 #
Proposal for a decision Article 4 – title 4 Coordination
Amendment 242 #
Proposal for a decision Article 4 – paragraph 1 The organisation of participation in the European Year at national and regional level shall be a responsibility of the Member States. To that end, each Member State shall appoint a national coordinator that can represent the different branches of government in a holistic manner. The national coordinators shall ensure the coordination of relevant activities at national
Amendment 243 #
Proposal for a decision Article 4 – paragraph 1 The organisation of participation in the European Year at national and regional level shall be a responsibility of the Member States. To that end, each Member State shall appoint a national coordinator that can represent the different branches of government in a holistic manner. The national coordinators shall ensure the coordination of relevant activities at national and regional level. Member States shall ensure the involvement of their social partners civil society, learning and education providers in the activities at national and regional level.
Amendment 244 #
Proposal for a decision Article 4 – paragraph 1 The organisation of participation in the European Year at national and regional level shall be a responsibility of the Member States. To that end, each Member State shall appoint a national coordinator that can represent the different branches of government in a holistic manner. The national coordinators shall ensure the coordination of relevant activities at national and regional level and with policy makers, social partners and relevant stakeholders, including national and regional parliaments.
Amendment 245 #
Proposal for a decision Article 4 – paragraph 1 The organisation of participation in the European Year at national and regional level shall be a responsibility of the Member States. To that end, each Member State shall appoint a national coordinator that can represent the different branches of government in a holistic manner. The
Amendment 246 #
Proposal for a decision Article 4 – paragraph 1 The organisation of participation in the European Year at national and regional level shall be a responsibility of the Member States and Members of the European Parliament. To that end, each Member State shall appoint a national coordinator that can represent the different branches of government in a holistic manner. The national coordinators shall ensure the coordination of relevant activities at national and regional level.
Amendment 247 #
Proposal for a decision Article 4 – paragraph 1 The organisation of participation in the European Year at national and regional level shall be a responsibility of the Member States. To that end, each Member State shall appoint a national coordinator that can represent the different branches of
Amendment 248 #
Proposal for a decision Article 5 – paragraph 2 2. The Commission shall rely on the expertise and assistance of relevant Union Agencies in implementing the European Year, in particular the European Foundation for the Improvement of Living and Working Conditions (Eurofound), the European Centre for the Development of Vocational Training (CEDEFOP) and the European Training Foundation (ETF).
Amendment 249 #
Proposal for a decision Article 5 – paragraph 2 2. The Commission shall rely on the expertise and assistance of relevant Union Agencies in implementing the European Year, in particular on synergies with the activities of the European Centre for the Development of Vocational Training (CEDEFOP), the European Training Foundation (ETF) and the European Union Agency for Cybersecurity (ENISA).
Amendment 25 #
Proposal for a decision Recital 1 (1)
Amendment 250 #
Proposal for a decision Article 5 – paragraph 2 2. The Commission shall rely on the expertise and assistance of relevant Union Agencies and European social partner organizations in implementing the European Year.
Amendment 251 #
Proposal for a decision Article 5 – paragraph 3 3. The Commission shall convene meetings of the national coordinators in the course of preparation and during the European Year, in order to coordinate the activities referred to in Article 3. These meetings shall also serve as opportunities to exchange information regarding the implementation of the European Year at national and Union level. Representatives of the European Parliament and relevant Union Agencies may participate in those meetings as observers.
Amendment 252 #
Proposal for a decision Article 5 – paragraph 3 3. The Commission shall convene meetings of the national coordinators in order to coordinate the activities referred to in Article 3. These meetings shall also serve as opportunities to exchange information regarding the implementation of the European Year at national and Union level. Representatives of the European Parliament
Amendment 253 #
Proposal for a decision Article 5 – paragraph 3 3. The Commission shall convene meetings of the national coordinators in order to coordinate the activities referred to in Article 3. These meetings shall also serve as opportunities to exchange information regarding the implementation of the European Year at national and Union level. Representatives of the European Parliament and relevant Union Agencies
Amendment 254 #
Proposal for a decision Article 5 – paragraph 4 4. The Commission shall engage with social partners, civil society, learning and education providers labour market bodies, learners, and representatives of organisations or bodies active in the field of skills, education and lifelong learning to assist in implementing the European Year at Union level.
Amendment 255 #
Proposal for a decision Article 5 – paragraph 4 4. The Commission shall engage with social partners, labour market bodies, civil society organisations and representatives of organisations or bodies active in the field of skills, education and training to assist in implementing the European Year at Union level.
Amendment 256 #
Proposal for a decision Article 5 – paragraph 4 4. The Commission shall closely engage with social partners, labour market bodies and representatives of organisations or bodies active in the field of skills, to assist in implementing the European Year at Union level.
Amendment 257 #
Proposal for a decision Article 6 – paragraph 1 For the purpose of the European Year, where necessary, the Commission shall cooperate with third countries and competent international organisations, in particular with the OECD, Unesco
Amendment 258 #
Proposal for a decision Article 7 – paragraph 1 By
Amendment 259 #
Proposal for a decision Article 7 – paragraph 1 By
Amendment 26 #
(1)
Amendment 27 #
Proposal for a decision Recital 1 (1) A skilled workforce
Amendment 28 #
Proposal for a decision Recital 1 (1) A skilled workforce is crucial to
Amendment 29 #
Proposal for a decision Recital 1 (1) A skilled workforce is crucial to ensuring socially fair and just green and digital transitions, and to strengthening the Union’s sustainable competitiveness and resilience in the face of adverse external shocks such as the COVID-19 pandemic or the fallout of Russia’s war of aggression against Ukraine. More and better skills open up new opportunities and empower individuals to fully participate in the labour market, society and democracy, to harness and benefit from the opportunities of the green and digital transitions and to exercise their rights. However, public spending on worker training has declined over the past two decades in most OECD countries. 1a _________________ 1a https://www.ilo.org/brussels/information- resources/news/WCMS_645926/lang-- en/index.htm
Amendment 30 #
Proposal for a decision Recital 1 (1) A skilled workforce is crucial to ensuring socially fair and just green and digital transitions, and to strengthening the Union’s sustainable competitiveness and resilience in the face of adverse external shocks such as the COVID-19 pandemic or the fallout of Russia’s war of aggression against Ukraine. More and better skills, combined with high-quality jobs with decent wages and working conditions, open up new opportunities and empower individuals to fully participate in the labour market, society and democracy, to harness and benefit from the opportunities of the
Amendment 31 #
Proposal for a decision Recital 1 (1) A skilled workforce is crucial to ensuring socially fair and just green and digital transitions, and to strengthening the Union’s sustainable competitiveness and resilience in the face of adverse external shocks such as the COVID-19 pandemic or the fallout of Russia’s war of aggression against Ukraine. More and better skills open up new opportunities and empower individuals to fully use their personal and professional potential, participate in the labour market, society and democracy, to harness and benefit from the opportunities of the green and digital transitions and to exercise their rights.
Amendment 32 #
Proposal for a decision Recital 1 (1) A skilled workforce is crucial to ensuring socially fair and just green and digital transitions, and to strengthening the Union’s sustainable competitiveness and
Amendment 33 #
Proposal for a decision Recital 1 (1) A skilled
Amendment 34 #
Proposal for a decision Recital 1 a (new) (1a) An efficient and comprehensive skills strategy should be combined with quality jobs creation and retention policies. Too often, skills mismatches and shortages are in fact the result of unattractive job positions and poor working conditions in some sectors1a. Offering decent wages, stable work contracts, a good work-life balance, regular trainings and attractive career developments will be as important as comprehensive skills strategies to provide European companies with a skilled workforce. _________________ 1a According to CEDEFOP’s European skills and jobs survey, about 45% of EU adult workers believe that their skills can either be better developed or utilised at work. At the same time, 70% of the companies suffer from skills shortages but few of them link this to obstacles they create to find skilled workers, e.g. recruitment problem, geographical location of the company, salary level and working conditions.
Amendment 35 #
Proposal for a decision Recital 1 a (new) (1a) An EU Action Plan on mental health should be developed to address the growing crisis of mental health amongst our EU citizens with specific supports for appropriate cross-sector mental health education and training.
Amendment 36 #
Proposal for a decision Recital 1 a (new) (1a) A skilled workforce should enable the development of excellence. Career development should strengthen human relations by dignifying work.
Amendment 37 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to there being shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.22 Increasing the participation of women in science, technology, engineering and mathematics (STEM) and artificial intelligence fields, as well as emphasising the importance of entrepreneurial skills, should ensure that more women enter these sectors in order to reduce the skills shortage, combat prevailing stereotypes and thereby promote women's empowerment and economic independence. Increasingly, the biggest constraint to a successful digital and green transition is the lack of workers with the right skills, as well as proper, affordable and accessible digital infrastructure and digital equipment. In many Member States, demographic ageing is expected to accelerate over the coming decade as
Amendment 38 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills while for many workers it is difficult to find quality jobs which match their skills levels and qualifications. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background, as well as specialists that can support the societal adaptation to the green transition.22 Increasingly, the biggest constraint to a successful digital and green transition is the lack of quality job offers with decent wages and working conditions which results in a lack of workers with the
Amendment 39 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills and workers find it difficult to find quality jobs which match their skills levels and qualifications. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity
Amendment 40 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.22 Increasingly, the biggest constraint to a successful digital and green transition is the lack of workers with the right skills. In many Member States, demographic ageing is expected to accelerate over the coming decade as “baby boom” cohorts retire, reinforcing the need to make use of the full potential of all working-age adults through continuous investments in
Amendment 41 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.22 The COVID-19 pandemic aggravated labour shortages mainly in health and care sector even further; Increasingly, the biggest constraint to a successful digital and green transition is the lack of workers with the right skills. In many Member States, demographic ageing is expected to accelerate over the coming decade as “baby boom” cohorts retire
Amendment 42 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.22 Increasingly, the biggest constraint to a successful digital and green transition is the lack of workers with the right skills. In many Member States, demographic ageing is expected to accelerate over the coming decade as “baby boom” cohorts retire, reinforcing the need to make use of the full potential of all working-age adults through continuous investments in their skills as well as activitating more people, in particular women and young people especially those not in education, employment or training (NEETs). This needs to be a competence of the Member States, especially since retirement ages are not the same across Member States. _________________
Amendment 43 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.22 Increasingly, the biggest constraint to
Amendment 44 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, sectors well-known for offering too often low wages and poor working conditions, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.22 Increasingly, the biggest constraint to a successful digital and green transition is the lack of workers with the right skills. In many Member States, demographic ageing is expected to accelerate over the coming decade as “baby boom” cohorts retire, reinforcing the need to make use of the full potential of all working-age adults through continuous investments in their skills as well as activitating more people, in particular women and young people especially those not in education, employment or training (NEETs).
Amendment 45 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.22 Increasingly, the biggest constraint to a successful digital and green transition is the lack of workers with the right skills. In many Member States, demographic ageing is expected to accelerate over the coming decade as “baby boom” cohorts retire, reinforcing the need to make use of the full potential of all working-age adults through continuous investments in their skills as well as activitating more people, in particular women and young people especially those not in education, employment or training (NEETs) and people with disabilities. _________________ 22 European Labour Authority, Report on
Amendment 46 #
Proposal for a decision Recital 2 (2) Across the Union, companies report difficulties to find workers with the necessary skills. In 2021, 28 occupations were classified as having shortages, including the healthcare, hospitality, construction and service sectors, in addition to shortages of IT and security specialists, in particular cybersecurity experts, and workers with science, technology, engineering and mathematics background.22 Increasingly, the biggest constraint to a successful digital and green transition is the lack of workers with the right skills. In many Member States, demographic ageing is expected to accelerate over the coming decade
Amendment 47 #
Proposal for a decision Recital 2 a (new) (2a) Young people and women have more difficulties in participating in the labour market. NEETs is a broad category encompassing a heterogeneous population including the unemployed, school dropouts and all those discouraged college graduates who still have not found a job. The unemployed are only a subgroup of the broader category of NEET and the overlap between the unemployed and the NEET group varies over time and country. The NEET concept differs from the unemployment concept with respect to two dimensions. First, it includes people not meeting the job- seeking requirement to become classified as unemployed, and second, it includes young people in training. Nevertheless young people are particularly affected by the fact that working hours decreased during the Covid19 pandemic more than employment and tend to be overskilled and overqualified.
Amendment 48 #
Proposal for a decision Recital 2 b (new) Amendment 49 #
Proposal for a decision Recital 2 c (new) (2c) The OECD 2018 Programme for International Student Assessment (PISA) results show that more than 20 % pupils in the Union have insufficient proficiency in three basic skills: literacy, numeracy and scientific thinking. These trends continue into adulthood: according to data of the OECD's Programme for the International Assessment of Adult Competencies (PIAAC), one in five adult Europeans has inadequate literacy and numeracy skills, and for digital skills, this is as many as two in five Europeans with no or very low skills. Those skills are fundamental to the formation of a skilled citizenry, and, implicitly, workforce, as well as forming the basis for other skills, such as media literacy, basic and advanced digital literacy, critical thinking, systemic thinking and communicative skills, which are necessary for citizens to thrive in a democracy and to pursue personal development.
Amendment 50 #
Proposal for a decision Recital 3 (3) The availability of skilled staff or experienced managers, who play an essential role in Europe’s sustainable growth, also remains the most important problem for a quarter of Union’s 25 million small and medium-
Amendment 51 #
Proposal for a decision Recital 3 a (new) (3a) The European Union recognizes the significant role of family businesses in the EU economy and promotes the creation of a favourable environment where they can grow and develop. The EU encourages national governments to support entrepreneurial education. Apart from entrepreneurial education, one of the main challenges faced by family businesses is attracting and retaining a skilled workforce. Family businesses make up more than 60% of all companies in Europe, ranging from un-listed, small sole proprietors to large international enterprises.
Amendment 52 #
Proposal for a decision Recital 4 (4) Low skills
Amendment 53 #
Proposal for a decision Recital 4 (4) Low skills of working-age adults remain a significant challenge for the Union, pointing to considerable untapped potential of upskilling and reskilling to help mitigate increasing labour shortages in sectors such as manufacturing and services, and in particular in economic activities related to hospitality and manufacturing of computer and electronic equipment, and the care sector.25 For care work in particular, the Commission should follow the ILO ‘5R’ Framework for Decent Care Work25a - recognize, reduce, redistribute, reward and representation. However, participation in adult learning in the Union has stagnated over the last decade and 21 Member States fell short of the 2020 EU- level target. For many adults, such as those in atypical forms of work, employees of small and medium-sized enterprises, the unemployed, the inactive and the low- qualified, skills development opportunities are too often out of reach. Increasing the upskilling and reskilling opportunities for these groups, and all working-age adults, also contributes to reaching the EU employment target of 78%, with employment rate in the EU in 2021 being at 73.1%.26 Further efforts are needed to provide effective support to low-skilled and low qualified workers and the unemployed in line with the Council recommendations on Upskilling Pathways: New Opportunities for Adults (2016) and on the Integration of the Long-term Unemployed into the Labour Market (2016). _________________ 25 European Commission, 2021 Labour
Amendment 54 #
Proposal for a decision Recital 4 (4) Low
Amendment 55 #
Proposal for a decision Recital 4 (4) Low skills of working-age adults remain a significant challenge for the Union, pointing to considerable untapped potential of upskilling and reskilling to help mitigate increasing labour shortages in sectors such as manufacturing and services, and in particular in economic activities related to hospitality and manufacturing of computer and electronic equipment, and the care sector.25 However, participation in adult learning in the Union has stagnated
Amendment 56 #
Proposal for a decision Recital 4 (4) Low or mismatching skills of working-age adults remain a significant challenge for the Union, pointing to considerable untapped potential of predicting necessary skills, upskilling and reskilling to help mitigate increasing labour shortages in sectors such as manufacturing and services, and in particular in economic activities related to hospitality and manufacturing of computer and electronic equipment, and the care sector.25 However, participation in adult learning in the Union has stagnated over the last decade and 21 Member States fell short of the 2020 EU- level target. For
Amendment 57 #
Proposal for a decision Recital 4 (4) Low inadequate skills of working- age adults remain a significant challenge for the Union, pointing to considerable untapped potential of upskilling and reskilling to help mitigate increasing labour shortages in sectors such as manufacturing and services, and in particular in economic activities related to hospitality and manufacturing of computer and electronic equipment, and the care sector.25 However, participation in adult learning in the Union has stagnated over the last decade and 21 Member States fell short of the 2020 EU- level target. For many adults, such as those in atypical forms of work, employees of small and
Amendment 58 #
Proposal for a decision Recital 4 (4) Low skills of working-age adults remain a significant challenge for the Union, pointing to considerable untapped potential of upskilling and reskilling to help mitigate increasing labour shortages in sectors such as manufacturing and services, and in particular in economic activities related to hospitality and manufacturing of computer and electronic equipment, and the care sector.25 However, participation in adult learning in the Union has stagnated over the last decade and 21 Member States fell short of the 2020 EU-level target. For many adults, such as those in atypical forms of work, older workers, employees of small and medium-sized enterprises, the unemployed, the inactive and the low- qualified, skills development opportunities are too often
Amendment 59 #
Proposal for a decision Recital 4 (4) Low skills of working-age adults remain a significant challenge for the Union, pointing to considerable untapped potential of upskilling and reskilling to help mitigate increasing labour shortages in sectors such as manufacturing and services, and in particular in economic activities related to hospitality and manufacturing of computer and electronic equipment, and the care sector.25 However, participation in adult learning in the Union has stagnated over the last decade and 21 Member States fell short of the 2020 EU-level target. For many adults, such as those in atypical forms of work, employees of small and medium-sized enterprises, the unemployed, the elderly, the inactive and the low- qualified, skills development opportunities are too often out of reach. Increasing the upskilling and reskilling opportunities for these groups, and all working-age adults, also contributes to reaching the EU employment target of
Amendment 60 #
Proposal for a decision Recital 5 (5) The first principle of the European Pillar of Social Rights27 states that everyone has the right to quality and inclusive education, training and lifelong learning in order to maintain and acquire skills that enable them to participate fully in society and successfully manage transitions in the labour market. Principle 4 touches on active support for employment, to uphold everyone’s right to timely and tailor-made assistance to improve their employment or self-employment prospects, including the right to receive support for training and re-qualification. Principle 5 on secure and adaptable employment emphasises that, regardless of the type and duration of the employment relationship, workers should enjoy fair and equal treatment with respect to working conditions, access to social protection and training. Article 14(1) of the Charter of Fundamental Rights of the European Union (the ‘Charter’)28 states that everyone has the right to education and access to vocational and continuing training. Providing workers with training during working hours, paid training leave, free training and support material, recognition and certification of training outcomes and clear career guidance, as well as ensuring that they will improve their job quality, salary and career development as a result of trainings, will therefore be critical to achieve the European Pillar of Social Rights’ objectives. _________________ 27 Communication from the Commission to
Amendment 61 #
Proposal for a decision Recital 6 Amendment 62 #
Proposal for a decision Recital 6 (6) Principle 3 of the European Pillar of Social Rights underlines that regardless of gender, racial or ethnic origin, religion or belief, disability, age or sexual orientation, everyone has the right to equal treatment and opportunities, and this includes employment and education. The European Year of Skills should be carried out in a way that is inclusive and actively promotes equality for all. The European Pillar of Social Rights Action Plan29 sets the target of at least 60% of all adults participating in training every year by 2030 and points out that by increasing participation of groups which are currently under-presented in the labour market, we can achieve a more inclusive employment growth. _________________ 29 The European Pillar of Social Rights
Amendment 63 #
Proposal for a decision Recital 6 (6) Principle 3 of the European Pillar of Social Rights underlines that regardless of gender, racial or ethnic origin, religion or belief, disability, age or sexual orientation, everyone has the right to equal treatment and opportunities, and this includes employment and education. The European Year of Skills should be carried out in a way that is inclusive and actively promotes equality for all. The European Pillar of Social Rights Action Plan29 points out that by increasing participation of groups which are currently under-presented in the labour market, we can achieve a more inclusive employment growth and promote gender-sensitive initiatives and policies. _________________ 29 The European Pillar of Social Rights
Amendment 64 #
Proposal for a decision Recital 6 (6) Principle 3 of the European Pillar of Social Rights underlines that regardless of gender, racial or ethnic origin, religion or belief, disability, age or sexual orientation, everyone has the right to equal treatment and opportunities, and this includes employment and education. The
Amendment 65 #
Proposal for a decision Recital 6 (6) Principle 3 of the European Pillar of Social Rights underlines that regardless of gender, racial or ethnic origin, religion or belief, disability, age or sexual orientation, everyone has the right to equal treatment and opportunities, and this includes employment
Amendment 66 #
Proposal for a decision Recital 6 a (new) (6a) The family is a vital training ground allowing the development of personal virtues, values, skills and capabilities that can also be used when accessing work and, indirectly, to develop social cohesion.
Amendment 67 #
Proposal for a decision Recital 6 b (new) (6b) Any ideological influence over the delivery of skills training should be avoided.
Amendment 68 #
Proposal for a decision Recital 6 c (new) (6c) Member States should promote training schemes through which young people can discover their vocation of service to society, going beyond their own well-being to ensure the common good of society.
Amendment 69 #
Proposal for a decision Recital 7 (7) The European Skills Agenda30 , adopted in July 2020, calls for a skills revolution to ensure the recovery of our economy, strengthen Europe’s global competitiveness and turn the green and digital transitions into opportunities for all. It aims to foster collective action on skills,
Amendment 70 #
Proposal for a decision Recital 7 (7) The European Skills Agenda30 , adopted in July 2020, calls for a skills revolution to ensure the recovery of our economy, strengthen Europe’s
Amendment 71 #
Proposal for a decision Recital 7 (7) The European Skills Agenda30 , adopted in July 2020, calls for a skills revolution to ensure the recovery of our economy, strengthen Europe’s global competitiveness and turn the green and digital transitions into opportunities for all, including the elderly. It aims to foster collective action on skills, ensure that training content is aligned with the evolving labour market needs, and better match training opportunities with people's aspirations to incentivise their uptake across the working-age population. The European Parliament welcomed the objectives and actions of the European Skills Agenda in its Resolution of 11 February 2021.31 _________________ 30 Communication from the Commission to
Amendment 72 #
Proposal for a decision Recital 8 a (new) (8a) In its resolution of 7 July 2021 on an old continent growing older - possibilities and challenges related to ageing policy post - 20201a, the European Parliament stresses the importance of creating age-appropriate lifelong learning opportunities and calls for the development of opportunities to better integrate older people in society, including by focusing on online education, regardless of whether they are still active in the labour market or already retired. It also encourages the Member States to allocate appropriate spending from ESF+, the ERDF and the Just Transition Fund, for the training of older workers, ensuring equal access to public services and non-discrimination in the labour market, to encourage companies to employ and retain older workers, and to adapt public infrastructure, including transport, as well as public spaces to the needs of older people. _________________ 1a P9_TA(2021)0347.
Amendment 73 #
Proposal for a decision Recital 8 a (new) (8a) In its resolution of 7 July 2021 on an old continent growing older - possibilities and challenges related to ageing policy post - 2020, the European Parliament stresses the importance of the creation of accessible, age-appropriate lifelong learning opportunities, and of intergenerational learning opportunities, for a better integration of older people, including online education, whether they are (still) part of the labour market or not. It also encourages the Member States to allocate appropriate spending from ESF+, the ERDF and the Just Transition Fund, for the training of older workers, ensuring equal access to public services, encouraging companies to keep and actively employ older workers, as well as adapting public infrastructure, including transport, as well as public spaces accommodating to the needs of all ages.
Amendment 74 #
Proposal for a decision Recital 9 – paragraph 1 On 14 September 2022, President von der Leyen announced in her State of the European Union Address33 that the European Commission would propose to make 2023 the European Year of Skills. The President pointed to the problem of labour shortages in certain sectors and underlined the importance of investments in professional education and upskilling.
Amendment 75 #
Proposal for a decision Recital 9 – paragraph 1 On 14 September 2022, President von der Leyen announced in her State of the European Union33 Address that the European Commission would propose to make 2023 the European Year of Skills. The President pointed to the problem of labour shortages in certain sectors and underlined the importance of investments in professional education and upskilling. She also underlined that attracting the right skills to Europe has to be part of the solution, supported by speeding up and facilitating the recognition of qualification also of third country nationals. In bringing the European Year of Skills to life, the Commission seeks to increase momentum
Amendment 76 #
Proposal for a decision Recital 9 – paragraph 1 a (new) In its resolution on Empowering European youth, the European Parliament calls on the Member States to facilitate access for young people to paid, quality and inclusive traineeships and apprenticeships and for the reinforcement of monitoring schemes, ensuring that young people receive adequate and quality first working experiences, opportunities for upskilling and new qualifications or credentials. The European Parliament also condemns the practice of unpaid internships as a form of exploitation of young workers, and a violation of their rights, and calls on the Commission and the Member States, in collaboration with Parliament, and respecting the principle of subsidiarity, to propose a common legal framework to ensure fair remuneration for traineeships and apprenticeships in order to avoid exploitative practices.
Amendment 77 #
Proposal for a decision Recital 9 – paragraph 1 b (new) In some Member States traineeships have been unduly extended to workers who are not at their first work experience but as tools to reduce labour costs, distorting the their purpose to equip young people with the right set of skills needed in the labour market and allowing unfair competition. Therefore, it is important to ensure at European level a legislative framework that guarantees, through traineeships for young people, genuine learning opportunities of limited duration, linked to their studies or as a first working experience.
Amendment 78 #
Proposal for a decision Recital 9 – paragraph 3 The Year of Skills follows the 2022 European Year of Youth which
Amendment 79 #
Proposal for a decision Recital 9 – paragraph 3 The Year of Skills follows the 2022 European Year of Youth which sought to empower, honour, support and engage with young people, including those with fewer opportunities, in a post-COVID-19 pandemic perspective with a view to having a long-term positive impact for young people. The European Year of Youth already emphasised the importance of skills to find good quality employment for young people. Young people’s smooth integration into the labour market shall be guaranteed by providing them with quality jobs and education and training opportunities.
Amendment 80 #
Proposal for a decision Recital 9 – paragraph 3 a (new) Amendment 81 #
Proposal for a decision Recital 9 a (new) (9a) In its resolution of 17 February 2022 on empowering European youth: post-pandemic employment and social recovery1a (the ‘resolution on European youth´), the European Parliament calls on labour mobility and skills for the future, in particular insisting that the ALMA (aim, learn, master, achieve) initiative assists young people, in particular young people not in employment, education or training (NEETs), in finding temporary quality work experience in another Member State; insists that the ALMA programme must comply with quality standards that uphold young people’s labour rights such as decent remuneration, good working conditions and access to social protection. Moreover, the European Parliament underlines the importance of digital skills in the 21st century and thus calls on the Member States to consider developing permanent, certified and free access for young people to online and offline courses for digital skills and literacy in all Union languages in partnership with public entities and private companies, and insists that Member States develop more programmes such as eTwinning and the Electronic Platform for Adult Learning in Europe. Recalls the utility of the European Digital Competence Framework (DigComp 2.2) as a tool to empower citizens with the necessary digital skills, and to simplify how digital skills are certified and recognised by governments, employers and other stakeholders in the European Union. The inclusion of digital- and media-literacy, cyber- hygiene and safety, and data protection in curricula from an early age and to be part of lifelong learning processes needs to be encouraged. Teachers must be trained on digital teaching and learning methods. The European Parliament also refers to the need to link access to online courses with the reinforced initiatives to address shortages in accessing internet and digital tools in order to leave no one behind, and insists that the courses be built in an accessible way to avoid excluding young people with disabilities. The European Parliament also stresses the importance of green skills development and employment opportunities in a climate-neutral, energy efficient and circular economy, especially in the regions most impacted by the green transition, such as those heavily dependent on the agricultural sector and those involved in combating climate change, production of energy from renewable sources, reducing carbon emissions, increasing energy efficiency, waste and water management, improving air quality, and restoring and preserving biodiversity with a special focus on regions undergoing fair transition. _________________ 1a P9_TA(2022)0045.
Amendment 82 #
Proposal for a decision Recital 9 b (new) (9b) In its resolution on European youth, the European Parliament calls on the Member States to facilitate access for young people to paid, quality and inclusive traineeships and apprenticeships; calls for the reinforcement of monitoring schemes, ensuring that young people receive adequate and quality first working experiences, opportunities for upskilling and new qualifications or credentials; calls on the Commission and the Member States to propose, in collaboration with the European Parliament and respecting the principle of subsidiarity, a common legal framework to ensure fair remuneration for traineeships in order to avoid exploitative practices; Calls on the Commission to review existing European instruments such as the Quality Framework for Traineeships to include quality criteria for the offers made to young people.
Amendment 83 #
Proposal for a decision Recital 9 c (new) (9c) In its resolution of 14 September 2021, “Towards a stronger partnership with the EU outermost regions”, the European Parliament stresses the need to prioritise investment in all levels of education and lifelong training in the outermost regions as a way of preventing school drop-out by urging the Commission to regard education as a ‘key element’ in the development of the outermost regions, by helping regional and local authorities to design public policies that encourage young people and offer them new and attractive educational, training, skilling and reskilling options at local and regional level, including digital skills, whether through face-to-face learning or distance learning, so that they can build up a set of recognised skills.
Amendment 84 #
Proposal for a decision Recital 10 (10) As companies, trade unions and workers’ representatives, social partners and other stakeholders know best what skills are needed in their industrial ecosystems, strengthening their collective action on skills development, including through collective bargaining, has to be part of the solution. The Pact for Skills, which should continue to be supported as it's firmly anchored in the principles of the European Pillar of Social Rights, brings together companies, social partners, education and training providers, public employment services and other key skills stakeholders, both private and public. So far, more than 700 organisations have signed up and 12 large scale partnerships in strategic sectors have been set up, with pledges to promote 6 million training opportunities. Stakeholders who have signed Large-scale Skills Partnerships, including social partners, should be accompanied in delivering tangible results assuring that the skills dimension stays at the heart of the discussion on the twin transition and of recovery and resilience plans. The regional dimension is also important, including in border regions, where finding workers with the right skills requires targeted measures to support effective
Amendment 85 #
Proposal for a decision Recital 10 (10) As companies and other stakeholders know best what skills are needed in their industrial ecosystems, strengthening their collective action on skills development has to be part of the solution. The Pact for Skills brings together companies, social partners, education and training providers, public employment services and other key skills stakeholders, both private and public. So far, more than 700 organisations have signed up and 12 large scale partnerships in strategic sectors have been set up, with pledges to promote 6 million training opportunities. The regional dimension is also important, including in border regions, where finding workers with the right skills requires targeted measures to support effective
Amendment 86 #
Proposal for a decision Recital 10 (10) As companies and other stakeholders know best what skills are needed in their industrial ecosystems, strengthening their collective action on skills development has to be part of the solution. The Pact for Skills brings together companies, social partners, education and training providers, public employment services and other key skills stakeholders, both private and public. So far, more than 700 organisations have signed up and 12 large scale partnerships in strategic sectors have been set up, with pledges to promote 6 million training opportunities. The regional dimension is also important, including in border regions, where finding workers with the right skills requires targeted measures to support effective cross-border labour markets. Similarly, disadvantaged and remote regions, including the outermost, face particular challenges as access to the labour market and upskilling and reskilling opportunities
Amendment 87 #
Proposal for a decision Recital 10 (10) As companies and
Amendment 88 #
Proposal for a decision Recital 10 (10) As companies
Amendment 89 #
Proposal for a decision Recital 10 a (new) (10a) Effective social dialogue and collective bargaining processes are crucial to anticipate labour market and skills needs. Member States should promote the role of the social partners and support their activities and prerogatives on issues related to changes on the labour market and skills needs by consulting with them the competency needs and the update of the curricula of education and training systems and by co- designing with workers’ representatives on-the-job training to adapt it to the needs of the working force. The activities carried out in the framework of the European Year of Skills 2023 will be a good opportunity to enhance social partners’ critical role in this matter, ensuring that the skills policy encourages collective agreements regarding the definition and regulation of skills and continuing training.
Amendment 90 #
Proposal for a decision Recital 10 a (new) (10a) It is vital to encourage the continuing professional development of creative skills and to keep in mind the need to innovate in labour markets that are characterised by high volatility, uncertainty, complexity and ambiguity.
Amendment 91 #
Proposal for a decision Recital 10 b (new) (10b) Member States should encourage university and professional training in which critical thinking and respect for plurality do not deny the specific faith, traditions, culture and values of the society served and supported by academics and professionals.
Amendment 92 #
Proposal for a decision Recital 10 c (new) (10c) The European Union should promote economic and social policies that encourage entrepreneurship so that everyone has the opportunity to develop their entrepreneurial spirit and talent.
Amendment 93 #
Proposal for a decision Recital 11 (11) The Council Recommendations on Individual Learning Accounts34 and Micro- credentials for lifelong learning and employability35 help people to
Amendment 94 #
Proposal for a decision Recital 11 (11) The Council Recommendations on Individual Learning Accounts34 and Micro- credentials for lifelong learning and employability35 help people to update or complete their skill-sets, also in response to emerging skills needs in the labour market, in a more flexible and targeted way. The
Amendment 95 #
Proposal for a decision Recital 11 (11) The Council Recommendations on Individual Learning Accounts34 and Micro- credentials for lifelong learning and employability35 help people to update or complete their skill-sets, also in response to emerging skills needs in the labour market, in a more flexible and targeted way and invites Member States to adopt universally available paid training leave provisions. The Council Resolution from December 2021
Amendment 96 #
Proposal for a decision Recital 11 (11) The Council Recommendations on Individual Learning Accounts34 and Micro- credentials for lifelong learning and employability35 help people to update or complete their skill-sets, also in response to emerging skills needs in the labour market and society, in a more flexible and targeted way. The Council Resolution from December 2021 on a new European Agenda for Adult Learning 2021-203036 promotes upskilling and reskilling that can in turn reduce skills mismatches and labour shortages and promote full participation in society, creating added economic and social value. Skills guidance and skills self-assessment
Amendment 97 #
Proposal for a decision Recital 11 (11) The Council Recommendations on Individual Learning Accounts
Amendment 98 #
Proposal for a decision Recital 12 (12) The strengthened active labour market policies advocated for by the EASE (Effective Active Support to Employment) Commission Recommendation37 aim to support transitions into new employment amid the recovery from the COVID-19 crisis and the better matching of skills in the labour market, supported by employment services with
Amendment 99 #
Proposal for a decision Recital 12 (12) The strengthened active labour market policies advocated for by the EASE (Effective Active Support to Employment) Commission Recommendation37 aim to support transitions into new employment
source: 739.629
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