45 Amendments of Sergio GUTIÉRREZ PRIETO related to 2017/2002(INI)
Amendment 64 #
Motion for a resolution
Recital H
Recital H
H. whereas, at EU level, NEETs (not in employment, education or training) are considered to be one of the most problematicvulnerable groups in the context of youth unemployment; whereas women are 1.4 times more likely to become NEET than men on average;
Amendment 82 #
Motion for a resolution
Recital K
Recital K
K. whereas, nowadays, our education and training systems are facing a significant challenge as a result of the digital transformation, which is impacting teaching and learning processes;
Amendment 115 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1 a. Stresses that education systems should be inclusive, providing high- quality education to the whole population, enabling people to be active European citizens, preparing them to be able to learn and adapt throughout their lives and responding to societal and labour market needs, and fostering social inclusion;
Amendment 131 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Calls on the Member States to include leadership, management, entrepreneurial and financial education, business start-up advice and communication technologiesfocus not only on the development of employability skills, but also on the skills that are more broadly relevant to society, such as transversal, transferable or soft skills (e.g. critical and creative thinking, social, civil and cultural competences, leadership, entrepreneurship, financial literacy) in their education and training programmes, and to prioritise the further development of vocational training and education (VET) programmes, including enhancing European craftsmanship;
Amendment 158 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Recalls, in this respect, the need for enhanced cooperation among the Member States to learn from best practices which lead to lower unemployment rates, like alternance training19 ; _________________ 19 Educational training combining periods in any educational institution or training centre and in the work place. The alternance scheme can take place on a weekly, monthly or yearly basis. Depending on the country and the applicable status, participants may be contractually linked to the employer and/or receive remuneration. According to the CEDEFOP terminology, the German dual system is an example of alternance training. (Terminology of European education and training policy, CEDEFOP)such as apprenticeships;
Amendment 171 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7 a. Stresses, as stated by OECD 1a, that more educated people contribute to more democratic societies and sustainable economies, and are less dependent on public aid and less vulnerable to economic downturns; therefore points out that investment in quality education and innovation are not only key to fight unemployment, poverty and social exclusion, but also for the EU to compete successfully in the global markets; Calls on the Commission and the Member States, via de European Semester process, to restore public investment to, at least, pre-crisis levels, in early, primary and secondary education for all, and in particular for children from disadvantaged backgrounds; _________________ 1a https://www.oecd.org/education/school/50 293148.pdf
Amendment 182 #
Motion for a resolution
Paragraph 8 a (new)
Paragraph 8 a (new)
8 a. Considers that completion of secondary education should be obligatory in 21st century Europe and that relevant programmes must be available to give all young people who have dropped out from primary or secondary school a new chance;
Amendment 183 #
Motion for a resolution
Paragraph 8 b (new)
Paragraph 8 b (new)
8 b. Boosting lifelong learning opportunities 1a _________________ 1aThis should be a subtitle (such as "The role of education in tackling unemployment, social exclusion and poverty", that should be placed ahead of paragraph 9
Amendment 187 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9 a. Considers that, in order to efficiently tackle the high unemployment and skills mismatch and in order to cope with the rapidly changing skills development in a digital era, Member States should have an ongoing approach to up-skilling, re-training and lifelong learning, as well as should ensure a close dialogue with social partners such as trade unions and employers' associations, and other stakeholders;
Amendment 195 #
Motion for a resolution
Paragraph 9 b (new)
Paragraph 9 b (new)
9 b. Believes that equipping people with a minimum set of skills is not enough and that it is crucial to ensure that every individual is encouraged to acquire advanced skills and competences in order to better adapt to the future, especially in the case of vulnerable groups who are at risk of precarious employment;
Amendment 196 #
Motion for a resolution
Paragraph 9 c (new)
Paragraph 9 c (new)
9 c. Calls for a real guarantee of skills as a right for everyone, at every stage of life, to acquire fundamental skills for the 21st century, including literacy, numeracy, digital and media literacy, critical thinking, social skills and relevant skills needed for the green and circular economy;
Amendment 197 #
Motion for a resolution
Paragraph 9 d (new)
Paragraph 9 d (new)
9 d. Considers that the initiative "Upskilling pathways: new opportunities for adults" should involve individualised assessment of learning needs, a quality learning offer and systematic validation of the skills and competences acquired, enabling their easy recognition on the labour market; points to the need to ensure widespread access to broadband in order to enable digital literacy; regrets that the European Parliament was not involved in the shaping of the initiative;
Amendment 198 #
Motion for a resolution
Paragraph 9 e (new)
Paragraph 9 e (new)
9 e. Is of the opinion that the proposed 'upskilling pathways' will make a tangible difference only if lessons are learned from the implementation of the Youth Guarantee, in particular, it should aspire to ensure faster implementation, have an integrated approach with accompanying social services, and foster better cooperation with social partners, such as trade unions and employers' association, and other stakeholders;
Amendment 199 #
Motion for a resolution
Paragraph 9 f (new)
Paragraph 9 f (new)
9 f. Insists that the outreach and guidance to people in disadvantaged situations, including those with disabilities, long-term unemployed people and underrepresented groups, that may not be aware of the benefits of raising their skills levels or of opportunities for re-skilling or up-skilling, is of key importance to the success of such an initiative;
Amendment 200 #
Motion for a resolution
Paragraph 9 g (new)
Paragraph 9 g (new)
9 g. Calls for a strong involvement and dialogue of all relevant stakeholders not only on national and European level, but also the local and regional in order to meet the real labour market situations and needs;
Amendment 204 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Stresses the need to strive for a more flexible and, individual and learner- centred approach to career development and lifelong education and training across one’s personal career path, and recognises the role that both public andprimarly public but also private parties can play in providing this, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;
Amendment 209 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10 a. Calls on the Member States together with the social partners to develop and put in place policies that provide for educational and training leave, as well as in-work training; calls on them to make learning inside and outside work, including paid training leave, accessible to all workers and in particular to those in disadvantaged situations, and with an emphasis on women employees;
Amendment 231 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality internships and apprenticeships, giving young people the possibility of putting their talents into practice and have a set of social and economic rights and access to social protection equal to adult workers; calls on Member States to ensure a quality framework that does not allow internships and apprenticeships to be used as a cheap or free labour;
Amendment 237 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Stresses that traineeships and internships should not be used as a replacement for jobs and trainees and interns should not be used as a cheap or even unpaid labour force; reiterates its call1a on proper learning and training content and decent working conditions for internships, traineeships and apprenticeships in order to ensure that they serve as genuine stepping stones in the transition from education to professional life, as provided for in the Council Recommendation on a Quality Framework for Traineeships, and that they are limited in time and do not replace employment for young people; remuneration should be commensurate with the work provided, the skills and experience of the person and the need to enable interns, trainees and apprentices on the labour market outside educational curricula to make ends meet; _________________ 1aEuropean Pillar of Social Rights (A8- 0391/2016)
Amendment 241 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Believes that, in order to anticipate future skills needs, civil society, social partners, and education and training, providers must be strongly involved at all levels, in particular in designing, implementing and evaluating vocational qualification programmes, which provide an effective transition from formal education to work-based learning;
Amendment 245 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14 a. States that mobility in the context of education and training is fundamental, as it leads to the development of both specific professional skills, as well as of transversal and transferable sets of skills and competencies like critical thinking and entrepreneurship;
Amendment 263 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Insists on the need to refocus on the role of non-formal education, which is key for the empowerment of people and especially those who are low skilled and who have limited opportunities to access formal education; non-formal education providers and NGOs are in good position to reach out to the disadvantaged groups who are out of the formal education system and should be better supported in their role, to make sure that those most in need benefit from skills agendas;
Amendment 279 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Asks for validation and recognition arrangements to be put in place by 2018 to ensure that the upskilling pathways are a success20 ; _________________ 20Calls on the Member States for the full and timely implementation of the Council Recommendation of 1920 December 2016.2 on the validation of non- formal and informal learning;
Amendment 286 #
Motion for a resolution
Paragraph 20 a (new)
Paragraph 20 a (new)
20 a. Calls on the Commission to present and on Member States to endorse a Quality Framework for Apprenticeships1d; _________________ 1dTo be built on the Opinion of the Advisory Committee on Vocational Training on "A Shared Vision for Quality and Effective Apprenticeships and Work- based Learning" adopted on 2 December 2016
Amendment 291 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Insists on the need to incorporate new technologies in the teaching and learning processCalls on the Member States to transform their educational systems (eg: teaching methods and curricula), including vocational training programs, in order to incorporate new technologies in the teaching and learning process, as well as to facilitate education through hands- on and real-life experiences, in order to equip people with the right set of skills, competences and knowledge;
Amendment 323 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need to include elements of entrepreneurial learning at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment, including social entrepreneurship, at all levels of education and across various subjects, since fostering an entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment, as well as of encouraging creativity, critical thinking and leadership skills contributing to local communities;
Amendment 334 #
Motion for a resolution
Paragraph 23 a (new)
Paragraph 23 a (new)
23 a. Considers that STEM-related skills, if taught in a creative and learner- focused way, can foster a structured way of thinking that expands beyond the STEM subjects, ensuring better prospects in education, training and future career;
Amendment 340 #
Motion for a resolution
Paragraph 23 b (new)
Paragraph 23 b (new)
23 b. Calls on the Commission and the Member States to examine factors which discourage women from taking up an entrepreneurial, STEM or technology career path and to ensure that educational systems as well as related measures and activities actively strive for gender equality;
Amendment 343 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Urges active dialogue and cooperation between the university communityacademic community, other educational and training institutions or actors, and the world of work, aimed at developing educational programmes which equip young people with the requisite skills and competences;
Amendment 356 #
Motion for a resolution
Paragraph 24 a (new)
Paragraph 24 a (new)
24 a. Calls for an increased involvement of civil society and social partners in the Digital Skills and Jobs Coalition;
Amendment 359 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Reiterates the importance of vocational education and training (VET) for, as a relevant type of education not only to enhancing employability and clearing the pathway to professional qualifications for young people; calls on the Commission and the Member States to ensure that VET is made more relevant and is, but also leading to equal opportunities for all citizens, including from socially vulnerable and disadvantaged groups; calls on the Commission and the Member States to ensure adequate investment in VET, to guarantee that it is more relevant to learners, employers and society in a holistic and participatory educational approach, and to tailored it to labour market needs by making ithem an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard;
Amendment 371 #
Motion for a resolution
Paragraph 26
Paragraph 26
26. Highlights the need to investigate the possibility for inter-sectorial mobility not only in the VET teacher profession but also among schools as a wholend educational institutions as a whole; stresses however that the VET learning mobility needs increased support and promotion as its targets are still far from being achieved;
Amendment 386 #
Motion for a resolution
Paragraph 27
Paragraph 27
27. Stresses the need to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options; by public investment in the quality of VET and making it increasingly relevant for learners;
Amendment 405 #
Motion for a resolution
Paragraph 28
Paragraph 28
28. Stresses that the upskilling of all teachers and trainers would be the prerequisite for the delivery of the Skills Agenda and that further efforts and analyses have to be made in attracting talents to this profession;
Amendment 409 #
Motion for a resolution
Paragraph 29
Paragraph 29
29. Emphasises the need to invest in and support the initial and continuous professional development of teachers ofand trainers in all educational sectors, as well as to ensure quality working conditions, and to establish lifelong career guidance services;
Amendment 431 #
Motion for a resolution
Paragraph 31
Paragraph 31
31. Calls on the Commission and the Member States to continue to focus on digital skills and competences, in particular the digital transformation of the society and economy, ands well as re- shaping the way people work and do business, and takes note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;
Amendment 442 #
Motion for a resolution
Paragraph 32
Paragraph 32
32. Calls for entrepreneurship education, including social entrepreneurship, to be part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in citizens;
Amendment 453 #
Motion for a resolution
Paragraph 33
Paragraph 33
33. Calls on the Commission in addition to develop a pan-European skill needs forecasting tool, which would make it possible to estimate future skill needs in both personal and professional lives of the people, and adapt them better to the jobs available on the labour market; however stresses the importance of transversal and life skills whose relevance does not change with labour market needs;
Amendment 458 #
Motion for a resolution
Paragraph 34
Paragraph 34
Amendment 463 #
Motion for a resolution
Paragraph 35
Paragraph 35
Amendment 485 #
Motion for a resolution
Paragraph 38
Paragraph 38
38. Calls on the Member States to foster cooperation and reinforce synergies between formal, non-formal and informal education providers, as well as with social partners, with a view to reaching a wider group of low-skilled people in order to better take into account their specific needs;
Amendment 501 #
Motion for a resolution
Paragraph 40 a (new)
Paragraph 40 a (new)
40 a. Calls on the Commission to support Member States' efforts through mutual learning activities and the exchange of good policy practices;
Amendment 503 #
Motion for a resolution
Paragraph 40 b (new)
Paragraph 40 b (new)
40 b. Encourages the new Europass Framework, particularly the move from using Europass as a document-based facility to a service-based platform; considers it crucial to ensure its accessibility to persons with disabilities;
Amendment 504 #
Motion for a resolution
Paragraph 40 c (new)
Paragraph 40 c (new)
40 c. Believes that gender disparities in relation to skills development should be better reflected in the New Skills Agenda;
Amendment 506 #
Motion for a resolution
Paragraph 40 e (new)
Paragraph 40 e (new)
40 e. Calls for continuous and increased support for Erasmus+ mobility programme offering and promoting inclusive learning and training opportunities for young people, educators, volunteers, apprentices, interns and young workers;