Progress: Procedure completed
Role | Committee | Rapporteur | Shadows |
---|---|---|---|
Lead | EMPL | ZALEWSKA Anna ( ECR) | LEXMANN Miriam ( EPP), DE BASSO Ilan ( S&D), CICUREL Ilana ( Renew), FRANZ Romeo ( Verts/ALE), LIZZI Elena ( ID), ARVANITIS Konstantinos ( GUE/NGL) |
Committee Opinion | CULT |
Lead committee dossier:
Legal Basis:
RoP 54
Legal Basis:
RoP 54Events
The European Parliament adopted by 508 votes to 12, with 76 abstentions, a resolution on fostering and adapting vocational training as a tool for employees’ success and a building block for the EU economy in the new industry 4.0.
The Fourth Industrial Revolution (4.0 Revolution), which encompasses the full digitalisation of service provision and production processes, is shaping today’s labour and education markets and societies, creating both challenges and opportunities for workers and companies such as the disappearance of some tasks and occupations and the creation of others, the dynamic reallocation of job tasks, a redesign of job content. Additional business investment is needed to develop strong vocational education and training (VET) across the EU and to promote the skills needed to work with new technologies.
The importance of vocational education and training (VET)
Parliament stressed the importance of lifelong learning and vocational education and training (VET), including upskilling and reskilling, for harnessing the full potential of individuals, as well as for the sustainable development of the Union. In this respect, it advocated paying particular attention to the specific needs of the most vulnerable or disadvantaged groups. It reiterated its call to the Commission and the Member States to establish a European Vocational Education and Training Area.
Members stressed the importance of enabling all adults to benefit from learning and training opportunities, and of helping employers to provide such training. They stressed the need for the active participation of young people and older people in the vocational learning process. They stressed the importance of effective social dialogue and the role of collective agreements in guaranteeing the provision of VET for all workers.
To address skills shortages, decent working conditions and retention mechanisms should be provided to ensure a well-functioning labour market in the future.
The resolution stressed the importance of improving the quality of employment in sectors and companies where poor working conditions prevail, in order to tackle the issue of brain drain. It advocated banning the practice of unpaid internships and proposing a common legal framework to ensure fair remuneration for internships and apprenticeships.
Developing strategies
Parliament stressed the need to develop strategies and create vocational education and training opportunities for all , especially for young people who are not in work, education or training or who have dropped out of school, older workers, adults with low skills and jobseekers, people living in remote and rural areas and those with disabilities and learning difficulties. It drew attention to the need to individualise vocational education and training for adults, particularly for those with few qualifications or skills.
Parliament recommended, inter alia , the following:
- improving the validation and formal recognition of skills and competences in cooperation with the social partners, in particular skills and competences acquired through non-formal and informal education and experience, such as long-term care or volunteering, as well as skills and competences acquired in third countries;
- creating a new learning culture focusing on the acquisition of skills such as customer service, interpersonal skills including teamwork and communication, problem solving, management including time management, critical thinking, learning to learn, sustainability skills and digital skills including cyber security;
- further developing dual training systems that combine high-quality apprenticeships in companies with vocational education;
- improving cooperation between VET institutions and companies in order to remedy the shortage of VET teachers;
- combatting poverty and inequality by supporting measures aimed at disadvantaged and low-skilled groups , with an emphasis on education and training that enable the development of social, scientific and professional skills, in particular basic digital skills;
- creating incentives for mentoring to enable the sharing of skills and experience, including between generations;
- developing, in cooperation with VET stakeholders, including the social partners and the relevant regional and local authorities, curricula focusing on the occupations required to meet the challenges of the ecological and digital transitions ;
- simplifying administrative procedures related to VET and assist certain enterprises, such as SMEs and social economy organisations, for example through consultancy services, in identifying training needs and applying for financial support.
Members drew attention to the opportunities and challenges presented by the growing number of third-country nationals in the EU, particularly as a result of Russia's war of aggression against Ukraine.
They stressed the importance of supporting the retraining and professional development of migrants, asylum seekers and refugees , as well as facilitating their access to quality jobs and information on working conditions and social protection.
Artificial intelligence
Parliament called on firms to use methods for predicting the impact of artificial intelligence on jobs, such as supervised machine learning, for the purpose, among other things, of identifying the occupations where changes are most likely and to adapt to them in optimal time.
Educational institutions and employers should be responsible for preparing students, apprentices and workers for the presence of artificial intelligence in the workplace and for developing, in particular, critical thinking skills in this regard. The resolution underlined the importance of cooperation between educational institutions and employers in order to enhance digital competences and knowledge about tools using artificial intelligence and algorithmic management.
Documents
- Decision by Parliament: T9-0271/2023
- Debate in Parliament: Debate in Parliament
- Committee report tabled for plenary, single reading: A9-0232/2023
- Committee report tabled for plenary: A9-0232/2023
- Amendments tabled in committee: PE746.991
- Committee draft report: PE745.525
- Committee draft report: PE745.525
- Amendments tabled in committee: PE746.991
- Committee report tabled for plenary, single reading: A9-0232/2023
Activities
- Nicola BEER
Plenary Speeches (2)
- 2023/07/10 Fostering and adapting vocational training as a tool for employees' success and a building block for the EU economy in the new industry 4.0 (short presentation)
- 2023/07/10 Fostering and adapting vocational training as a tool for employees' success and a building block for the EU economy in the new industry 4.0 (short presentation)
- Lívia JÁRÓKA
- Ádám KÓSA
- Stanislav POLČÁK
- Sandra PEREIRA
- Jarosław DUDA
- Ilana CICUREL
Votes
Promouvoir et adapter la formation professionnelle en tant qu’outil pour la réussite des travailleurs et élément constitutif de l’économie de l’Union dans la nouvelle industrie 4.0 - A9-0232/2023 - Anna Zalewska - § 11/1 #
A9-0232/2023 - Anna Zalewska - § 11/2 #
A9-0232/2023 - Anna Zalewska - Proposition de résolution #
Amendments | Dossier |
221 |
2022/2207(INI)
2023/05/05
EMPL
221 amendments...
Amendment 1 #
Motion for a resolution Citation 3 a (new) – having regard to the United Nations Convention on the Rights of Persons with Disabilities (CRPD),
Amendment 10 #
Motion for a resolution Citation 34 a (new) – Having regard to the European Parliament’s legislative resolution of 30 March 2023 on the proposal for a decision of the European Parliament and of the Council on a European Year of Skills 2023 (COM(2022)0526 – C9- 0344/2022 – 2022/0326(COD));
Amendment 100 #
T. whereas 28 occupations were classified as having shortages, including the healthcare, hospitality, construction, IT services and security, and there are shortages of workers with science, technology, engineering and mathematics (STEM) backgrounds; whereas teachers are one of the top five shortages in Europe with different gaps experienced based on geographic regions, subjects and countries which impacts the capacity to deliver the education and training that all learners need to adapt to the twin transition;
Amendment 101 #
Motion for a resolution Recital T T. whereas 28
Amendment 102 #
Motion for a resolution Recital U U. whereas employers’ increasing demand for specific skills
Amendment 103 #
Motion for a resolution Recital U a (new) Ua. whereas the European Parliament has repeatedly condemned the practice of unpaid traineeships as a form of exploitation of young workers and a violation of their rights;
Amendment 104 #
Motion for a resolution Recital V V. whereas, as part of the European Strategy for the Rights of Persons with Disabilities 2021-2030, the Commission has committed to
Amendment 105 #
Motion for a resolution Recital V V. whereas, as part of the European Strategy for the Rights of Persons with Disabilities 2021-2030, the Commission has committed to providing better opportunities for persons with disabilities to participate in training and acquire new skills, which is a prerequisite for employment and independence;
Amendment 106 #
Motion for a resolution Paragraph 1 1.
Amendment 107 #
Motion for a resolution Paragraph 1 1. Points to the need for the smooth functioning of continuing vocational training for adults while paying attention to the specific needs of the most vulnerable or disadvantaged groups like persons with disabilities, persons coming from rural or remote regions, older people or people with young children;
Amendment 108 #
Motion for a resolution Paragraph 1 1. Points to the need for the smooth functioning of continuing vocational training for adults, young adults and young people; stresses the importance of guaranteeing the right to employee training and workplace learning, in addition to the universal right to adult learning and the right to paid training leave;
Amendment 109 #
Motion for a resolution Paragraph 1 1. Points to the
Amendment 11 #
Motion for a resolution Citation 38 – having regard to
Amendment 110 #
Motion for a resolution Paragraph 1 1.
Amendment 111 #
Motion for a resolution Paragraph 1 1. Points to the need for the smooth functioning of continuing vocational training for adults, including older persons;
Amendment 112 #
Motion for a resolution Paragraph 1 a (new) 1a. Emphasises that high-quality CVET promote the idea of lifelong learning and contribute to adaptation in the face of dynamic change on the labour market, and consequently extend working lives;
Amendment 113 #
Motion for a resolution Paragraph 1 a (new) 1a. Highlights that employees should have access to vocational training during working hours;
Amendment 114 #
Motion for a resolution Paragraph 1 b (new) 1b. Underlines the need to ensure the sustainable and just twin transition of workplaces while keeping the existing workforce; Employers should provide internal training to workers, while ensuring safety measures for persons facing difficulties regarding training;
Amendment 115 #
Motion for a resolution Paragraph 2 2.
Amendment 116 #
Motion for a resolution Paragraph 2 2.
Amendment 117 #
Motion for a resolution Paragraph 2 2. Feels that all adults need opportunities to develop, update and upgrade their skills in order to keep up with the rapidly changing realities of work and succeed in their personal and professional lives; stresses that this requires a systemic approach to lifelong
Amendment 118 #
Motion for a resolution Paragraph 2 2.
Amendment 119 #
Motion for a resolution Paragraph 2 2.
Amendment 12 #
Motion for a resolution Citation 40 a (new) – having regard to the Council Resolution on a new European agenda for adult learning 2021 - 2030,
Amendment 120 #
Motion for a resolution Paragraph 2 2. Feels that all adults, including older persons, need opportunities to develop, update and upgrade their skills in order to keep up with the rapidly changing realities of work and succeed in their personal and professional lives; stresses that this requires a systemic approach to lifelong
Amendment 121 #
Motion for a resolution Paragraph 2 2.
Amendment 122 #
Motion for a resolution Paragraph 2 a (new) 2a. Recognises the importance to prevent, and remove, harmful gender stereotypes related to skills and vocational training while increasing support for women’s participation in STEM and VET;
Amendment 123 #
Motion for a resolution Paragraph 2 b (new) 2b. Underlines the need for active inclusion of younger and older people in the vocational learning process in order to avoid age discrimination related to skills and vocational training;
Amendment 124 #
Motion for a resolution Paragraph 3 3. Regrets that the
Amendment 125 #
Motion for a resolution Paragraph 3 3.
Amendment 126 #
Motion for a resolution Paragraph 3 3. Regrets that the
Amendment 127 #
Motion for a resolution Paragraph 3 3.
Amendment 128 #
Motion for a resolution Paragraph 3 3. Regrets that the
Amendment 129 #
Motion for a resolution Paragraph 3 a (new) 3a. Recalls that skills and labour shortages are, in some cases, the result of unattractive jobs and poor working conditions; emphasises therefore that tackling those issues, by means of decent working conditions and retention policies, is important for a well-functioning future labour market; stresses that improving job quality in sectors and companies with poor working conditions is an important element for addressing the issue of brain drain which results in growing inequalities between regions, unequal development as well as unequal capacity to drive innovation and create jobs;
Amendment 13 #
Motion for a resolution Citation 40 a (new) – – having regard to Council Resolution on a new European agenda for adult learning 2021- 2030,
Amendment 130 #
Motion for a resolution Paragraph 4 Amendment 131 #
Motion for a resolution Paragraph 4 4. Notes that the acquisition of a range of skills related to the use of basic software or simple computerised machines
Amendment 132 #
Motion for a resolution Paragraph 5 5. Stresses that CVET policy remains fragmented in many EU Member States; points out that the development of well- functioning CVET systems requires the development of systematic strategies to empower people and ensure sustainable economic competitiveness; recalls the complementary role of IVET in enabling people to engage in continuing training when combined with recognition and validation of prior learning since Member States need CVET as a tool to help people return to the labour market, change jobs or progress in their careers; calls Member States to establish clear incentives for workers, companies and training centres and set up awareness campaigns on CVET especially towards overqualified workers; calls on the Commission and Member States to work towards greater convergence between national systems on the base of best functioning practices; calls on Member States to further use the potential of EU financial resources such as RRF, the Just Transition Fund, ESF+ to implement measures towards the above purposes and for progress to be monitored under the European Semester.
Amendment 133 #
Motion for a resolution Paragraph 5 5. Stresses that CVET policy remains fragmented in many EU Member States; points out that the development of well- functioning CVET systems requires the development of s
Amendment 134 #
Motion for a resolution Paragraph 5 5. Stresses that CVET policy remains fragmented in many EU Member States; points out that the development of well- functioning CVET systems requires the development of systematic strategies and adequate resources to empower people and ensure sustainable economic competitiveness, underlines that European Union should ensure its supportive role in this process;
Amendment 135 #
Motion for a resolution Paragraph 5 5. Stresses that CVET policy remains fragmented in many EU Member States; points out that the development of well-
Amendment 136 #
Motion for a resolution Paragraph 5 5.
Amendment 137 #
Motion for a resolution Paragraph 5 a (new) 5a. Highlights the importance of best practices related to dual education systems, which combine quality apprenticeships in undertakings with vocational school education, thereby bringing together the world of work with the world of education and giving young people access to the labour market; stresses the importance of decent wages and good working conditions for apprentices to attract young people in this context;
Amendment 138 #
Motion for a resolution Paragraph 5 a (new) 5a. Calls on the Commission and the Member States to ban the practice of unpaid traineeships and to propose a common legal framework aimed at ensuring fair remuneration for traineeships and for apprenticeships in order to avoid exploitative practices;
Amendment 139 #
Motion for a resolution Paragraph 6 6. Points out the importance of vocational education for individuals and groups with special needs; stresses the need to develop a strategy and to provide vocational education and training opportunities for people in remote, segregated and rural areas
Amendment 14 #
Motion for a resolution Citation 40 a (new) – having regard to the UN Convention on the Rights of People with Disabilities,
Amendment 140 #
Motion for a resolution Paragraph 6 6. Points out the importance of vocational education for individuals and groups with special needs, disabilities and learning differences ; stresses the need to develop a coordinated strategy and to provide vocational education and training opportunities
Amendment 141 #
Motion for a resolution Paragraph 6 6. Points out the importance of vocational education for individuals and groups in vulnerable situations or with special needs; stresses the need to develop a strategy and to provide vocational education and training
Amendment 142 #
Motion for a resolution Paragraph 6 6. Points out the importance of vocational education for individuals and groups in situations of vulnerability or with special needs; stresses the need to develop a strategy and to provide vocational education and training opportunities for people in remote and rural areas in order to ensure the effectiveness of matching mechanisms in the EU labour market; calls on Member States to prioritise reskilling and upskilling of people in situations of vulnerability (such as NEETs and early school leavers, older workers, persons with disabilities, adults with low levels of skills, those living in remote or rural areas or people from marginalised communities) in order to improve their active participation in the labour market, by for instance, adapting upskilling and reskilling training to their capacities and desires and ensuring tailor-made support.
Amendment 143 #
Motion for a resolution Paragraph 6 6.
Amendment 144 #
Motion for a resolution Paragraph 6 6. Points out the importance of vocational education for individuals and groups with special needs, including persons with different types of disabilities; stresses the need to develop a strategy and to provide vocational education and training opportunities for people in remote and rural areas in order to ensure the effectiveness of matching mechanisms in the EU labour market;
Amendment 145 #
Motion for a resolution Paragraph 6 6. Points out the importance of vocational education for individuals and groups with special needs, including persons with different types of disabilities; stresses the need to develop a strategy and to provide vocational education and training opportunities for people in remote and
Amendment 146 #
Motion for a resolution Paragraph 7 7. Draws attention to the need to focus on adults at an individual level as well, including those who are least involved in education and training; stresses that appropriate support and incentives are needed and training for adults should be offered in line with their interests and needs, which are of value on the jobs market; emphasises that, to this end, multi-vector tools are required in addition to financial and non-financial support, as well as the development of vocational guidance and public information campaigns; points out that such comprehensive approaches are assuming growing importance in the face of the challenge of achieving higher-level, integrated participation in education and training opportunities; points out that it is necessary to activate and ensure effective CVET systems for all age groups, including the elderly, women and people with disabilities;
Amendment 147 #
7. Draws attention to the need to focus on adults, young adults and young people at an individual level as well, including those who are least involved in education and training; stresses the need for inclusive and high-quality career and study guidance services to accompany people from all backgrounds in identifying, and pursuing, job and learning opportunities; highlights multiple factors that lead to lower participation in vocational learning for certain groups, such as for older workers, particularly older female workers, persons with disabilities, persons in rural areas, persons from ethnical minorities or with a migrant background, with low levels of initial education, or working with low job quality; calls for developing a targeted and inclusive approach specifically for underrepresented groups;
Amendment 148 #
Motion for a resolution Paragraph 7 7. Draws attention to the potential of a personalised learning approach and need to focus on adults at
Amendment 149 #
Motion for a resolution Paragraph 7 7. Draws attention to the need to focus on adults at an individual level as well, including the low-qualified and those who
Amendment 15 #
Motion for a resolution Citation 40 b (new) – having regard to European Strategy for the Rights of Persons with Disabilities,
Amendment 150 #
Motion for a resolution Paragraph 7 7. Draws attention to the need to
Amendment 151 #
Motion for a resolution Paragraph 7 7. Draws attention to the need to focus on adults, including older persons, at an individual level as well, including those who are least involved in education and training;
Amendment 152 #
Motion for a resolution Paragraph 7 a (new) 7a. Reiterates its call on employers to invest in the development of their workers’ skills and competences, especially with regard to skills and competences needed for the digital and green transitions as well as crosscutting soft skills;
Amendment 153 #
Motion for a resolution Paragraph 8 8. Points out that workplaces, and SMEs in particular, social economy organisations, charitable and church- based organisations must be extensively
Amendment 154 #
Motion for a resolution Paragraph 8 8. Points out that workplaces, social economy organisations and SMEs in particular, must be extensively involved, encouraged and supported to provide learning and training
Amendment 155 #
Motion for a resolution Paragraph 8 8. Points out that workplaces, and SMEs in particular, must be extensively involved, encouraged and supported to provide learning and training opportunities
Amendment 156 #
Motion for a resolution Paragraph 8 8. Points out that workplaces, and SMEs in particular, must be extensively involved, encouraged and supported by Member States and European Commission, to provide learning and training opportunities not only for those in employment, but also for the unemployed and those outside the labour market; notes the key role of the social partners in this area;
Amendment 157 #
Motion for a resolution Paragraph 8 8. Points out that
Amendment 158 #
Motion for a resolution Paragraph 8 a (new) 8a. Underlines the need for a new learning culture oriented towards the development of transversal skills in formal, informal and non-formal learning environments, ensuring that all adults are empowered for jobs as well as for full participation in society and personal development; in particular skills such as customer service, interpersonal skills, including teamwork and communication, problem-solving, management, including time management, critical thinking, learning to learn, sustainability competences, and digital/IT skills, including cybersecurity competences;
Amendment 159 #
Motion for a resolution Paragraph 8 b (new) 8b. Stresses the need for more support to civil society organisations that play a key role in reaching people from vulnerable and difficult socio-economic backgrounds, who are discriminated and excluded from access to education and training;
Amendment 16 #
Motion for a resolution Recital A A. whereas education, training and skills policies are a competence of the Member States; whereas the EU plays an increasingly important role in supporting, coordinating and complementing the actions of the Member States;
Amendment 160 #
Motion for a resolution Paragraph 9 9.
Amendment 161 #
Motion for a resolution Paragraph 9 9. Stresses the need to improve the formal recognition of skills and competences, in particular those acquired through non-
Amendment 162 #
Motion for a resolution Paragraph 9 9. Stresses the need to improve the recognition and validation of skills and competences, in particular those acquired through non-
Amendment 163 #
Motion for a resolution Paragraph 9 9. Stresses the need to improve the recognition of skills and competences, in particular those acquired through non- formal and informal education, including skills and competences acquired in third countries, by ensuring formal validation systems in cooperation with the social partners, while developing a common framework in the Member States, in particular for the common recognition of skills and competences, including soft transferable skills;
Amendment 164 #
Motion for a resolution Paragraph 9 9. Stresses the need to improve the validation and recognition of skills and competences, in particular those acquired through non-
Amendment 165 #
Motion for a resolution Paragraph 9 a (new) 9a. Underlines the need for a new learning culture oriented towards the development of transversal skills in formal, informal and non-formal learning environments, ensuring that all adults, young adults and young people are empowered for jobs as well as for full participation in society and personal development; in particular skills such as customer service, interpersonal skills, including teamwork and communication, problem-solving, management, including time management, critical thinking, learning to learn, sustainability competences, and digital skills, including cybersecurity competences;
Amendment 166 #
Motion for a resolution Paragraph 9 a (new) 9a. Stresses the importance of social dialogue with workers’ trade unions and the role of collective agreements in ensuring training provision to all workers of any contractual status, including support to female workers;
Amendment 167 #
Motion for a resolution Paragraph 9 a (new) 9a. Highlights the key role of social partners with regard to VET; stresses the importance of a well-functioning social dialogue and the role of collective agreements in ensuring VET provision to all workers;
Amendment 168 #
Motion for a resolution Paragraph 10 10.
Amendment 169 #
Motion for a resolution Paragraph 10 10. Calls on
Amendment 17 #
Motion for a resolution Recital A A. whereas education, training and skills policies are a competence of the Member States; whereas the EU plays an important role in supporting, motivating, coordinating and complementing the actions of the Member States;
Amendment 170 #
Motion for a resolution Paragraph 10 10. Calls on companies to pay more attention to the role of education in the workplace; stresses that companies need to dedicate a substantial part of their resources to ensuring that their employees are able to work with the latest technologies and in new organisational environments, as well as to prevent digital
Amendment 171 #
Motion for a resolution Paragraph 10 10. Calls on
Amendment 172 #
Motion for a resolution Paragraph 10 10. Calls on Member States to develop and implement strategies which will incentivise companies to pay more attention to the role of education in the workplace; stresses that companies need to
Amendment 173 #
Motion for a resolution Paragraph 10 10. Calls on
Amendment 174 #
Motion for a resolution Paragraph 10 10. Calls on companies to pay more attention to the role of
Amendment 175 #
Motion for a resolution Paragraph 10 a (new) 10a. Recalls the fundamental role of teachers and trainers that work in parallel in VET institutions and companies can help tie the VET provision more closely to employers needs by bringing innovation to school and addressing the shortage of VET teachers; recalls that better cooperation between VET institutions and companies could efficiently address the shortage of VET teachers and bring VET curricula closer to employer needs; stresses the need for teachers and trainers to acquire new competences by having access to up-skilling and re-skilling opportunities; underlines that opening continuous professional development (CPD) courses delivered in VET schools to trainers and, conversely, offering in- company training to VET school teachers could be mutually beneficial in addressing their needs while associating them in the design of the curricula; calls on Member States and educational institutions to urgently invest and elaborate further their CPD strategies for VET teachers and trainers and provide them with better recognition;
Amendment 176 #
Motion for a resolution Paragraph 10 a (new) 10a. Stresses that in order to adequately respond to the needs of the transforming industries and challenges posed by the twin transition, as well as to retain European industry competitive in the global markets, continuous investment in CVET infrastructure, teacher training, and quality assurance systems will be necessary;
Amendment 177 #
Motion for a resolution Paragraph 10 a (new) 10a. Calls on the Member States as well as regional and local authorities concerned to strengthen measures to fight unemployment, poverty and social exclusion, including through the strengthening of public employment services, the promotion of lifelong learning and dedicated measures focused on professional development;
Amendment 178 #
Motion for a resolution Paragraph 10 b (new) 10b. Recalls the need to create a European vocational and training area as an integral part of the EEA; underlines the key role played by the mobility of apprentices and VET students in that regard and the need to facilitate long-term mobility schemes, reducing the existing barriers to mobility ; calls on the Commission and Member States to work towards the creation of a European apprenticeship statute and the expansion of automatic mutual recognition of VET learning outcomes and study periods in another Member State; stresses the need for the EU and Member States to adopt strategies relying on a sector-specific approach and focusing on skills shortage and jobs that are crucial for the European Union’s industrial and economic autonomy; Calls for the European Centres of Vocational Excellence, the ALMA programme and the European alliance for apprenticeships (EAfA) to act as platforms and initiatives at the forefront of this strategy;
Amendment 179 #
Motion for a resolution Paragraph 10 b (new) 10b. Highlights that education and training as well as the integration into the labour market is an important instrument to combat poverty and inequalities; urges the Commission and the Member States to support measures aimed at disadvantaged and low-skilled groups, with emphasis on education and training that allow for the development of social, scientific and professional skills, in particular basic digital skills; calls on the Member States as well as the regional and local authorities concerned to ensure the diversification of the education and training offers;
Amendment 18 #
Motion for a resolution Recital B B. whereas the
Amendment 180 #
Motion for a resolution Paragraph 10 c (new) 10c. Urges therefore the Commission and the Member States to use the European Year of Skills as a momentum to work on the development of a concrete and efficient vocational mobility framework8a; _________________ 8a As announced by Commissioner Nicolas Schmit in an hearing by the CULT committee on April 27th 2023.
Amendment 181 #
Motion for a resolution Paragraph 11 Amendment 182 #
Motion for a resolution Paragraph 11 11. Stresses that employers need to foster intergenerational links within the company and intergenerational learning between the young and old, and vice versa; points out that older workers can help firms develop new products and services to adapt to the demands of an ageing society in very creative and productive ways, as older workers better understand the expectations and needs of older customers/consumers, whose number is growing in the silver economy; encourages, moreover, incentives for volunteering and mentoring in order to boost knowledge transfer between generations; points out that, because of demographic changes and the declining number of people entering the jobs market for the first time, employers should attach importance to developing the competences of older workers and introducing them to new functions in order to close the skills gap and fill growing staff shortages, especially in the sectors of industry most affected by staff shortages;
Amendment 183 #
Motion for a resolution Paragraph 11 11. Stresses that employers need to foster intergenerational links within the
Amendment 184 #
Motion for a resolution Paragraph 11 11. Stresses that employers need to foster intergenerational links within the company and society and intergenerational learning between the young and old, and vice versa; underlines that this approach can valorise the skills and experience of older workers, allowing for a smooth transfer to colleagues with less experience and a new role for workers around their retirement age, while also allowing for transmission of new attitudes and skills that are more prevalent among younger persons towards older workers; highlights that some countries are experimenting apprenticeships for older workers or workers of all ages; stresses that the same approach should be applied with third country nationals, facilitating the recognition of their skills while fostering social inclusion through work;
Amendment 185 #
Motion for a resolution Paragraph 11 11. Stresses that employers need to foster intergenerational links within the
Amendment 186 #
Motion for a resolution Paragraph 11 11.
Amendment 187 #
Motion for a resolution Paragraph 11 11. Stresses that employers need to foster intergenerational links within the company and intergenerational learning between the young and old, and vice versa notably through mentoring;
Amendment 188 #
Motion for a resolution Paragraph 11 a (new) 11a. calls on firms to use methods for predicting the impact of artificial intelligence on jobs such as SML for the purpose, among others, of identifying those occupations where changes are most likely and to adapt to them in optimal time;
Amendment 189 #
Motion for a resolution Paragraph 11 b (new) 11b. encourages companies to help workers assume greater responsibility for their careers by pointing out alternative career paths and helping them determine what they should aim for, to suggest the skills required for this and organise appropriate training in this regard; recommends that this offer also be provided for persons undergoing professional/industry education (students and trainees) through cooperation between firms and educational establishments;
Amendment 19 #
Motion for a resolution Recital B B. whereas the future of work will require t
Amendment 190 #
Motion for a resolution Paragraph 12 12. Draws attention to the opportunities and challenges arising from the increasing number of third-country nationals in the EU, as a result, among other things, of the war in Ukraine; stresses that funding for language teaching as a basis for communication in all areas in which companies operate, which enable participation in vocational training and requalification processes for the purpose of developing competencies which are important to the employer are fundamental for enabling the greater use of human resources from third countries and their integration;
Amendment 191 #
Motion for a resolution Paragraph 12 12.
Amendment 192 #
Motion for a resolution Paragraph 12 12. Draws attention to the
Amendment 193 #
Motion for a resolution Paragraph 12 12. Draws attention to the opportunities
Amendment 194 #
Motion for a resolution Paragraph 12 12. Draws attention to the opportunities and challenges arising from the increasing number of third-country nationals in the EU, as a result, among other things, of the war in Ukraine; underlines the crucial role of VET systems and pathways as a major tool for the social and economic integration of third-country nationals, asylum seekers and refugees;
Amendment 195 #
Motion for a resolution Paragraph 12 12. Draws attention to the opportunities and
Amendment 196 #
Motion for a resolution Paragraph 12 a (new) 12a. Stresses the need for lifelong learning to all persons in society, especially older persons, allowing them to learn and acquire new skills and stay physically and mentally active;
Amendment 197 #
Motion for a resolution Paragraph 13 13. Stresses the need to increase the importance of vocational education and the acquisition of new skills and competences, especially those offered by the green and digital transitions; recalls for instance the need of new competences in the field of renewable energies and the construction sector and calls on Member States to develop, along with VET centres, companies, regional and local authorities, curricula focused on occupations required to adapt the challenges of the green transition.
Amendment 198 #
Motion for a resolution Paragraph 13 13. Stresses the need to increase the importance of vocational education and the acquisition of new skills and competences,
Amendment 199 #
Motion for a resolution Paragraph 13 13. Stresses the need to increase the importance of vocational education and the acquisition of new skills and competences, especially those
Amendment 2 #
Motion for a resolution Citation 10 a (new) – Having regard to the European Parliament’s resolution of 16 February 2023 on an EU strategy to boost industrial competitiveness, trade and quality jobs (2023/2513(RSP));
Amendment 20 #
Motion for a resolution Recital B B. whereas the future of work will require
Amendment 200 #
Motion for a resolution Paragraph 13 13. Stresses the need to increase the importance of vocational education and the acquisition of new skills and competences, especially those
Amendment 201 #
Motion for a resolution Paragraph 13 13. Stresses the need to increase the
Amendment 202 #
Motion for a resolution Paragraph 13 a (new) 13a. Taking into account that promoting the Pact for Skills is one way towards achieving this, calls on the European Commission to frame the European Year of Skills 2023 in a holistic and integral manner, avoiding the portrayal of education, training and reskilling or upskilling as a means to increase competitiveness and employability alone;
Amendment 203 #
Motion for a resolution Paragraph 13 a (new) Amendment 204 #
Motion for a resolution Paragraph 13 a (new) 13a. Stresses the need, taking into account the widespread use of information systems using new advanced algorithm and artificial intelligence-based technologies, for the systematic upskilling of workers and employers and training establishments;
Amendment 205 #
Motion for a resolution Paragraph 13 b (new) 13b. Stresses that, at the time of the industrial revolution 4.0, it is the duty of educational establishments and employers to prepare their students and workers for the use of AI in the workplace; encourages educational institutions and employers to organise activities, apprenticeships, traineeships, etc. to address the issue of digital competences and of tools using artificial intelligence;
Amendment 206 #
Motion for a resolution Paragraph 14 14. Stresses the need to promote vocational education, highlighting the attractiveness of and opportunities for development within the sector; calls on the Commission and the Member States to carry out educational campaigns and activities to
Amendment 207 #
Motion for a resolution Paragraph 14 14. Stresses the need to promote vocational education, highlighting the attractiveness of and opportunities for development within the sector; calls on the Commission and the Member States to carry out educational campaigns and activities to promote vocational education, including through events such as EuroSkills; calls on the Commission and Member States to increase accessibility and social inclusion in the Erasmus+ framework in order to facilitate the participation of vulnerable and marginalised young people in the programme. The Erasmus+ financial support for mobility should be tailored according to the social economic background of families, considering also the cost of living of destination countries. Support schools and civil society organisations should implement an effective information strategy to raise awareness of Erasmus+ opportunities and funds for young people in need.
Amendment 208 #
Motion for a resolution Paragraph 14 14.
Amendment 209 #
Motion for a resolution Paragraph 14 14. Stresses the need to promote vocational education, highlighting the attractiveness of and opportunities for development within the sector; calls on the Commission and the Member States to carry out educational campaigns and activities to promote vocational education, including through events such as EuroSkills and to promote the exchange of best practices in this area;
Amendment 21 #
Motion for a resolution Recital B a (new) Ba. whereas matching workers’ skills to the evolving EU labour market needs is one of the main goals of the EU Year of Skills; calls on the Commission to frame the European Year of Skills 2023 in a holistic and integral manner, avoiding the portrayal of education, training and reskilling or upskilling as a means to increase competitiveness and employability alone;
Amendment 210 #
Motion for a resolution Paragraph 15 15. Calls on the Member States to simplify administrative procedures and to provide SMEs and social economy organisations with assistance, such as
Amendment 211 #
Motion for a resolution Paragraph 15 15. Calls on the Member States to simplify administrative procedures and to provide SMEs and social economy organisations with assistance, such as consultancy services, to identify training needs and to apply for financial support
Amendment 212 #
Motion for a resolution Paragraph 15 15. Calls on the Member States to simplify administrative procedures related to VET where possible and to provide SMEs with assistance, such as consultancy services, to identify training needs and to apply for financial support
Amendment 213 #
Motion for a resolution Paragraph 15 15. Calls on the Member States to
Amendment 214 #
Motion for a resolution Paragraph 15 a (new) 15a. Calls on the European Commission and EU Member States to increase investment through the European Social Fund Plus (ESF+) to support measures aimed at integrating disadvantaged youth and those not in education, employment, or training (NEETs) into the labour market as well as reducing school dropouts;
Amendment 215 #
Motion for a resolution Paragraph 15 b (new) 15b. Calls the Member States to create a system of certified trainings which descripts the skills and competences to be acquired, the content of the training, the necessary qualifications of the trainers who carry out the training, the usual length in hours/ days/ weeks/ months; the standards for the certification shall be established by national authorities in the field of vocational training and education and/or sectorial level in cooperation with the social partners; The certified trainings shall be generally recognized by all companies on national and transnational level and depending of the type of skills on sectorial level;
Amendment 216 #
Motion for a resolution Paragraph 16 16. Encourages the Member States to set up a mechanism for certifying companies that offer vocational training for workers, so that those offering high-quality apprenticeships, traineeships and training can be identified, in particular from the perspective of acquiring digital skills, which would make it easier for potential employees and employers to find effective training in line with the preferences and requirements of the market; points out that, to this end, ‘high-quality’ features need to be identified, such as: length of training, clearly-defined training objectives, the ability to acquire additional skills at work, active supervision and assistance, and the ability to acquire new knowledge; encourages the creation of new certification mechanisms in the case of firms that provide apprenticeships for schools for the purpose of providing pupils with skills for their future careers;
Amendment 217 #
Motion for a resolution Paragraph 16 16. Encourages the Member States to set up a mechanism
Amendment 218 #
Motion for a resolution Paragraph 16 16. Encourages the Member States, in cooperation with social partners, to set up a transparent mechanism for certifying companies that offer
Amendment 219 #
Motion for a resolution Paragraph 16 16. Encourages the Member States to set up a mechanism for certifying
Amendment 22 #
Motion for a resolution Recital B a (new) Ba. whereas among the biggest challenges CVET is currently facing is its low attractiveness comparing to academic education and lack of interest among students and lack of skilled workers;
Amendment 220 #
Motion for a resolution Paragraph 16 a (new) 16a. Highlights the benefits that international mobility provides both for learners and educators in CVET, stresses the potential of Erasmus+ programme in this regard;
Amendment 221 #
Motion for a resolution Paragraph 17 a (new) 17a. Welcomes initiatives that aim to increase participation in education and learning, such as the Council recommendation on individual learning accounts and valuable Member State policies, such as remunerated educational leave;
Amendment 23 #
Motion for a resolution Recital B a (new) Ba. whereas the digital and green transitions can only become a success if workers are provided with the necessary skills and competences;
Amendment 24 #
Motion for a resolution Recital B b (new) Bb. whereas implementing high quality CVET might impose a significant financial burden, especially on micro and SMEs;
Amendment 25 #
Motion for a resolution Recital C C. whereas equal access to skills, as well as upskilling and reskilling opportunities for all, are crucial, irrespective of gender, age, ethnic and cultural background or geographical location, with particular regard to communities of Roma, island residents, and persons with disabilities and other disadvantages living within the territory of the European Union;
Amendment 26 #
Motion for a resolution Recital C C. whereas equal access to skills, as well as upskilling
Amendment 27 #
Motion for a resolution Recital C C. whereas equal access to skills, as well as upskilling and reskilling opportunities for all, especially for older persons, are crucial;
Amendment 28 #
Motion for a resolution Recital C C. whereas equal access to
Amendment 29 #
D. whereas in 2021,
Amendment 3 #
Motion for a resolution Citation 12 a (new) – Having regard to the Osnabruck 2020 Declaration on vocational and education and training as an enabler of recovery and just transitions to digital and green economies of 30 November 2020;
Amendment 30 #
Motion for a resolution Recital D D. whereas in 2021, 9.7 % of 18-24 year-olds in the EU had only completed upper secondary education and were not participating in further education or training; whereas 56 % of Romani people aged 16–24 were NEET in 2021;
Amendment 31 #
Motion for a resolution Recital D a (new) Da. whereas, in 2021, the proportion of persons in the EU aged 25 to 64 in education or training was 10.8%, and the share of people aged 25 to 64 in education and training increased by 1.7 percentage points compared with 2020, and so returned to 2019, or pre-COVID-19, levels2a; _________________ 2a https://ec.europa.eu/eurostat/statistics- explained/index.php?title=Adult_learning _statistics
Amendment 32 #
Motion for a resolution Recital E E. whereas one of the reasons for the mismatch between supply and demand in the EU labour market is the inadequate vocational training of workers, which further extends to discrimination in employment and education, unequal access to and distribution of various opportunities resulting from disparities in infrastructure and geographical location, differences in integration from education into the labour market, with particular attention to disadvantaged and peripheral regions of the EU, disadvantaged and socially excluded groups such as the Roma and other communities with multiple disadvantages as well as young people, women, persons with disabilities and older age groups;
Amendment 33 #
Motion for a resolution Recital E E. whereas
Amendment 34 #
Motion for a resolution Recital E E. whereas
Amendment 35 #
Motion for a resolution Recital E E. whereas
Amendment 36 #
Motion for a resolution Recital E E. whereas one of the reasons for the mismatch between
Amendment 37 #
Motion for a resolution Recital E a (new) Ea. Whereas around 42% of Europeans lack basic digital skills, including 37% of those in the workforce1a; _________________ 1a https://digital- strategy.ec.europa.eu/en/policies/digital- skills
Amendment 38 #
Motion for a resolution Recital F F. whereas the European Skills Agenda sets objectives to be achieved by 2025, stressing that the objective for participation in learning among 25-64 year- olds is 50 %, compared to 38 % in 2016; whereas the objective for
Amendment 39 #
Motion for a resolution Recital F F. whereas one objective of the European Skills Agenda
Amendment 4 #
Motion for a resolution Citation 13 – having regard to the Council recommendation of 19 December 2016 on Upskilling Pathways: new opportunities for adults, young adults and young people,
Amendment 40 #
Motion for a resolution Recital G G. whereas the objective set out in the European Pillar of Social Rights (EPSR) Action Plan is to achieve a share of 60 % in adult learning by 2030; whereas quality vocational training and lifelong learning could contribute to principles 1, 3, 4, 5, 6, 9, 17 and 18 of the European Pillar of Social Rights and are therefore fundamental;
Amendment 41 #
Motion for a resolution Recital G G. whereas the objective set out in the European Pillar of Social Rights (EPSR) Action Plan is to achieve a share of 60 % in adult learning by 2030; whereas quality vocational training and lifelong learning can contribute to principles 1, 3, 4, 5, 6, 9, 17 and 18 of the European Pillar of Social Rights and are therefore fundamental;
Amendment 42 #
Motion for a resolution Recital G G. whereas the European Year of Skills provides a new momentum to reach the objectives set out in the European Pillar of Social Rights (EPSR) Action Plan
Amendment 43 #
Motion for a resolution Recital G G. whereas VET and lifelong learning can contribute to the principles of the European Pillar of Social Rights; whereas the objective set out in the European Pillar of Social Rights (EPSR) Action Plan is to achieve a share of 60 % in adult learning by 2030;
Amendment 44 #
Motion for a resolution Recital H H. whereas the EU’s target under the ET2020 for participation in adult learning (15 % in 2020) was not achieved in the previous cycle; particularly for people belonging to vulnerable and marginalised groups and /or with fewer opportunities; whereas older persons are the age group least likely to participate in adult learning; whereas other dimensions of exclusion assessed by Eurostat are gender-related and related to the educational level and to the active labour market status;
Amendment 45 #
I. whereas inequalities in access to adult learning persist, principally for residents of disadvantaged regions and those on the peripheries of the EU, for persons with multiple disadvantages living in poor and segregated settlements and for the Roma, who are denied the possibility of exercising the ‘right to education’ guaranteed by both human rights and fundamental rights, chiefly because of discriminatory practices and, moreover, due to various poverty-related factors that should be taken into consideration, such as mobility and transport poverty and unequal access to digital infrastructure and information;
Amendment 46 #
Motion for a resolution Recital I I. whereas inequalities in access to adult learning persist; particularly for people belonging to vulnerable and marginalised groups and /or with fewer opportunities; whereas older persons are the age group least likely to participate in adult learning; whereas other dimensions of exclusion assessed by Eurostat are gender-related and related to the educational level and to the active labour market status;
Amendment 47 #
Motion for a resolution Recital I I. whereas inequalities in access to adult learning persist; whereas the level of education, occupational group, economic sector, place of residence and number of companies providing employment all play a role in determining participation in adult education and training;
Amendment 48 #
Motion for a resolution Recital I I. whereas inequalities in access to adult learning persist; whereas the most frequent barriers in access to adult learning are costs, inaccessibility, lack of childcare, low literacy or low self-esteem;
Amendment 49 #
Motion for a resolution Recital I I. whereas inequalities in access to adult learning and training to workers and job seekers persist;
Amendment 5 #
Motion for a resolution Citation 21 a (new) – Having regard to the European Parliament’s resolution of 17 February 2022 on Empowering European youth: post-pandemic employment and social recovery 2021/2952(RSP);
Amendment 50 #
Motion for a resolution Recital I I. whereas inequalities in access to adult learning and VET still persist;
Amendment 51 #
Motion for a resolution Recital J J. whereas only 45 % of workers in the Union can use their current knowledge and skills to a great extent in their main job, while for the other 55 %, part of their knowledge and skills are underutilised; whereas apart from short supply and skill mismatches, difficulties to recruit skilled workers to a considerable extent also reflect poor job quality, a lack of people-oriented HR policy and untapped job design opportunities;1awhereas one in three companies that do not organise training cite heavy workload
Amendment 52 #
Motion for a resolution Recital J J. whereas one in three companies that do not organise training cite heavy workloads and lack of time as reasons
Amendment 53 #
Motion for a resolution Recital J J. whereas skills of 55% of the workers are underutilised and EU's skills mismatch is sustained by poor job design1a,one in three companies that do not organise training cite heavy workloads and lack of time as reasons; whereas both time and cost are major barriers to adult learning from an individual perspective;
Amendment 54 #
Motion for a resolution Recital K K. whereas the Fourth Industrial Revolution, which encompasses the
Amendment 55 #
Motion for a resolution Recital K K. whereas
Amendment 56 #
Motion for a resolution Recital K K. whereas the Fourth Industrial Revolution, which encompasses the full digitalisation of production processes, together with the rapid development of big data, artificial intelligence, the Internet of Things and increasing computing power, is shaping today’s labour and education markets and provides both challenges and opportunities for the companies and the workers;
Amendment 57 #
Motion for a resolution Recital K K. whereas the Fourth Industrial Revolution, which encompasses the full digitalisation of services, administration and production processes, together with the rapid development of big
Amendment 58 #
Motion for a resolution Recital K a (new) Ka. whereas the share of employees (11.8%) and workers (11.5%) in adult education and training is higher in comparison with the adult population at large, but has shown similar trends in recent years; whereas there are significant differences in this regard between Member States7a; _________________ 7a https://eur-lex.europa.eu/legal- content/EN/TXT/HTML/?uri=CELEX:52 019DC0653&rid=5
Amendment 59 #
Motion for a resolution Recital K a (new) Ka. Whereas digitalisation of work brings challenges and opportunities but is likely to result mainly in a dynamic reallocation of job tasks and a redesign of job content, therefore increasing upskilling and reskilling needs and tackling digital divides;
Amendment 6 #
Motion for a resolution Citation 25 a (new) – Having regard to the European Parliament’s resolution of 19 May 2022 on establishing the European Education Area by 2025 – micro-credentials, individual learning accounts and learning for a sustainable environment;
Amendment 60 #
Motion for a resolution Recital K a (new) Ka. whereas the changes that take place due to the Fourth Industrial Revolution give rise to associated safety risks which require greater attention to the provision of skills regarding cybersecurity and safety in the digital realm;
Amendment 61 #
Motion for a resolution Recital K b (new) Kb. whereas Eurostat figures on enterprises in the EU with 10 or more employees (excluding financial sector enterprises) show that 98% use computers and 97% have internet access; whereas some 60% of all people active on the jobs market use computers, laptops, smartphones, tablets or other portable devices at work8a; _________________ 8a Eurostat (2018), Digital Economy and Society Database, European Commission.
Amendment 62 #
Motion for a resolution Recital K b (new) Kb. Whereas a reduction in the number of medium-skilled, medium-wage jobs can be observed in favour of an increase in low-paid, low-skilled jobs due to job automation;
Amendment 63 #
Motion for a resolution Recital K c (new) Kc. whereas 21% of workers in Europe indicate that their primary job functions have changed due to the introduction of new software or hardware9a; _________________ 9a Eurostat (2018), Digital Economy and Society Database, European Commission.
Amendment 64 #
Motion for a resolution Recital K d (new) Kd. whereas the 2022 edition of the European Innovation Scoreboard shows improved results in innovation over the years 2015-2022; whereas serious disparities persist between Member States10a; _________________ 10a https://research-and- innovation.ec.europa.eu/statistics/perform ance-indicators/european-innovation- scoreboard_en
Amendment 65 #
Motion for a resolution Recital K e (new) Ke. whereas three out of four EU companies face difficulties finding staff with the right skills11a; whereas there is an emerging skills gap; _________________ 11a https://www.cedefop.europa.eu/files/9173_ en.pdf
Amendment 66 #
Motion for a resolution Recital L Amendment 67 #
Motion for a resolution Recital L L. whereas cross-cutting skills such as customer service, teamwork, creativity, problem-solving, management, including time management, critical thinking
Amendment 68 #
Motion for a resolution Recital L L. whereas
Amendment 69 #
Motion for a resolution Recital L L. whereas
Amendment 7 #
Motion for a resolution Citation 32 a (new) – Having regard to the Opinion of the European Economic and Social Committee entitled ‘Competence and skill development in a context of the dual green and digital transition’;
Amendment 70 #
Motion for a resolution Recital M Amendment 71 #
Motion for a resolution Recital M M. whereas the following competences
Amendment 72 #
Motion for a resolution Recital M M. whereas the following competences
Amendment 73 #
Motion for a resolution Recital M M. whereas the following competences are key for the concept of lifelong learning: understanding and information creation, multilingualism, competences in science, technology, engineering and mathematics, digital competences, personal, social and learning competences, civic competence, cultural awareness and expression, intercultural and interreligious skills and entrepreneurship;
Amendment 74 #
Motion for a resolution Recital M a (new) Ma. Whereas the digital transition toward a 4.0 industry requires increasing basic digital skills for all workers but also digitalising existing skills and facilitating the acquisition of more advanced digital skills while ensuring their proper recognition across Member States ;
Amendment 75 #
Motion for a resolution Recital M b (new) Mb. Whereas between 2020-21 six in ten EU+ workers undertook at least one formal or non-formal education and training activity to learn job-related skills3a; _________________ 3a CEDEFOP, Second European skills and job survey (ESJS2).
Amendment 76 #
Motion for a resolution Recital N N. whereas the COVID-19 pandemic has had a significant negative impact on the systematic implementation of education and training policies; whereas the
Amendment 77 #
Motion for a resolution Recital O O. whereas there is growing demand for work in the digital field and skills related to it; whereas between 2020 and 2021, the workplaces of 44% of EU+ (EU- 27 plus Norway and Iceland) adult workers adopted new digital technologies
Amendment 78 #
Motion for a resolution Recital O O. whereas
Amendment 79 #
Oa. whereas, since the COVID-19 pandemic, 39% of EU+ workers use digital technologies more frequently in some of their job functions, while 36% of EU+ workers learn online for reasons connected with their work14a; _________________ 14a https://www.cedefop.europa.eu/files/9173_ en.pdf, p. 10.
Amendment 8 #
Motion for a resolution Citation 33 Amendment 80 #
Motion for a resolution Recital P P. whereas between 37% and 69% of tasks in the EU can be automated in many sectors, resulting in significant changes in labour productivity15a; whereas 35% of workers in the EU+ believe that new digital technologies in their workplaces can or will partially or fully perform their work; whereas some 45% are also concerned about technological skills becoming obsolete and the need to acquire new knowledge and skills
Amendment 81 #
Motion for a resolution Recital P P. whereas
Amendment 82 #
Motion for a resolution Recital P a (new) Amendment 83 #
Motion for a resolution Recital P a (new) Pa. Whereas according to EU targets 75% of EU companies should be using cloud computing, AI and big data technologies and more than 90% SMEs should reach at least a basic level of digital intensity4a; _________________ 4a European Commission, Europe’s Digital Decade : digital targets for 2030 : https://commission.europa.eu/strategy- and-policy/priorities-2019-2024/europe- fit-digital-age/europes-digital-decade- digital-targets-2030_en
Amendment 84 #
Motion for a resolution Recital Q Q. whereas aligning curricula with the competences and skills expected by the market is the main challenge facing education systems; whereas more than half of children entering primary school will be employed in jobs that do not currently exist;
Amendment 85 #
Motion for a resolution Recital Q Q. whereas aligning curricula with the competences and skills
Amendment 86 #
Motion for a resolution Recital Q Q. whereas
Amendment 87 #
Motion for a resolution Recital Q Q. whereas aligning curricula
Amendment 88 #
Motion for a resolution Recital Q Q. whereas aligning curricula with the competences and skills expected by the market is among the main challenges facing education systems;
Amendment 89 #
Motion for a resolution Recital Q a (new) Amendment 9 #
Motion for a resolution Citation 34 a (new) – having regard to the European Parliament resolution on empowering European youth, which calls on the Member States to facilitate access for young people to paid, quality and inclusive traineeships and apprenticeships and to reinforce monitoring schemes, ensuring that young people receive adequate and quality first working experiences, opportunities for upskilling and new qualifications or credentials,
Amendment 90 #
Motion for a resolution Recital Q a (new) Qa. whereas promoting a competence- based learning process could ensure the smooth adaptability of the learning process to the needs of the learners and the fast-paced societal changes;
Amendment 91 #
Motion for a resolution Recital R R. whereas, over the years, the nature, quality, perception and societal evaluation of vocational training have evolved thanks, among other things, to digital solutions in education, better career prospects as well as mobility opportunities; whereas, despite improvements in the status of vocational training, it is still often not a first choice and is seen as a second, less attractive, option after general education;
Amendment 92 #
Motion for a resolution Recital R R. whereas, over the years, the nature, perception and societal evaluation of
Amendment 93 #
Motion for a resolution Recital S S. whereas demographic changes
Amendment 94 #
Motion for a resolution Recital S S. whereas
Amendment 95 #
Motion for a resolution Recital S S. whereas demographic changes are ongoing; whereas companies may experience problems related to the loss of knowledge of older workers once they retire, whereas it is important to foster intergenerational transfer of skills;
Amendment 96 #
Motion for a resolution Recital S S. whereas demographic changes are ongoing; whereas companies may experience problems related to the loss of knowledge of older workers once they retire, whereas it is important to foster intergenerational transfer of skills;
Amendment 97 #
Motion for a resolution Recital S a (new) Sa. whereas decent working conditions and access to social security systems, quality social services and an attractive living environment will play a prominent role in retaining and attracting skilled workers; whereas strengthening personal development and learning guidance from an early age and supporting equal access to information can help people to choose suitable learning pathways to quality employment opportunities;
Amendment 98 #
Motion for a resolution Recital S a (new) Sa. whereas demographic changes are ongoing; whereas it is estimated that Europe's working age population (aged between 20 and 64 years) will be declining by 0.4% every year between now and 2040; whereas the demographic decline also causes changes in the structure of the labour market and growing demand for workforce in some sectors such as healthcare or care sector;
Amendment 99 #
Motion for a resolution Recital T T. whereas 28 occupations were classified as having shortages, including the healthcare, hospitality, construction, IT services and security, and there are shortages of workers with science, technology, engineering and mathematics (STEM) backgrounds; whereas teachers are one of the top five occupations with shortages in Europe, with different gaps experienced based on geographic regions, subjects and countries, which impacts the capacity to provide the education and training that all learners need in order to adapt to the twin transitions and the Fourth Industrial Revolution;
source: 746.991
|
History
(these mark the time of scraping, not the official date of the change)
docs/3 |
|
events/4/summary |
|
docs/3 |
|
events/3/docs |
|
events/4 |
|
forecasts |
|
procedure/stage_reached |
Old
Awaiting Parliament's voteNew
Procedure completed |
events/3 |
|
forecasts/0 |
|
forecasts/0/title |
Old
Indicative plenary sitting dateNew
Debate in plenary scheduled |
forecasts/1 |
|
docs/2 |
|
events/2 |
|
procedure/stage_reached |
Old
Awaiting committee decisionNew
Awaiting Parliament's vote |
events/1 |
|
forecasts/0 |
|
procedure/Other legal basis |
Rules of Procedure EP 159
|
commission |
|
forecasts/1 |
|
docs/1 |
|
committees/0/shadows |
|
docs |
|
committees/0/rapporteur |
|
forecasts |
|