12 Amendments of Jérôme LAVRILLEUX related to 2017/2002(INI)
Amendment 27 #
Motion for a resolution
Recital A
Recital A
A. whereas skills, digital literacy included, have a strategic importance for growth, innovation and social cohesion and the complexity of jobs is increasing across all sectors and occupations and there is inflation in relative skills demand, even for low-skilled jobs;
Amendment 90 #
Motion for a resolution
Recital L
Recital L
L. whereas entrepreneurship skills need to be understood in a broader sense, as a sense of initiative, participation in social actions and an entrepreneurial mind- set, and should therefore be further emphasised in the Skills Agenda as a life skill which, for instance by encouraging Member States to foster the entrepreneurial spirit in young people from the earliest age, through placements and visits to companies, bearing in mind that the life skills in question benefits individuals in their personal and professional life;
Amendment 117 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Agrees with the focus on the need to upgrade the European education and training systems in line with the fast changing economic and societal environment; notes that, while skills needs are dynamic, the main focus of the skills package is the immediate needs of the labour market; highlights in this respect the importance of a pan-European skills needs foreworking in close collaboration with the European Centre for the Development of Vocasting tool andonal Training, Cedefop, in order to anticipate skills needs and improve lifelong learning systems with a view to adapting to new situations in the labour market;
Amendment 159 #
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 and lifelong learning; points out there is a European Centre for the Development of Vocational Training, Cedefop, one of whose main tasks is to bring together political leaders, social partners, researchers, and practitioners for the purpose of exchanging ideas and experience; _________________ 19 Educational training combining periods in any educational institution or training centre and in the work place. The alternance scheme can take place on a weekly, monthly or yearly basis. Depending on the country and the applicable status, participants may be contractually linked to the employer and/or receive remuneration. According to the CEDEFOP terminology, the German dual system is an example of alternance training. (Terminology of European education and training policy, CEDEFOP)
Amendment 217 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Stresses that skills development must be a shared responsibility between education providers and employers; insists that the industry/employers should be involved in providing and training people with the necessary skills, throughout their careers, in order for businesses to be competitive and at the same time boost people’s self-confidence;
Amendment 229 #
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 as well as cross-border exchange programmes such as Erasmus for Young Entrepreneurs, giving young people the possibility of putting their talents into practice and haveing a set of rights and access to social protection; calls on Member States to provide special support to SMEs so that they too are able to take on interns and work-study (alternance) trainees;
Amendment 255 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Regrets thatCalls on the Commission and Member States to encourage employers and formal education providers do not sufficientlyto recognise the value and relevance of skills, competences and knowledge acquired through non-formal and informal learning;
Amendment 267 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Stresses that non-formal learning, including volunteering, has a crucial role to play in stimulating the development of life skills such as team work, creativity and a sense of initiative while reinforcing self- esteem and motivation to learn; emphasises in this respect the decisive role of a number of young entrepreneurs' organisations that offer young people the chance to gain entrepreneurial experience and hence to develop an entrepreneurial spirit and acquire the confidence needed to be enterprising;
Amendment 329 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need to include elements of entrepreneurial learning, including internships and traineeships, at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment and developing entrepreneurship among young people;
Amendment 385 #
Motion for a resolution
Paragraph 27
Paragraph 27
27. Stresses the need to increase the attractiveness of VET and make apprenticeships a priority by making sure that young people and their families have access to information on VET options by creating more bridges between VET and traditional education and by making VET a true path of excellence, provided from a very early age and at all levels of education;
Amendment 452 #
Motion for a resolution
Paragraph 33
Paragraph 33
33. Calls on the Commission in addition to develop a pan-European skill needs foreto work closely with the European Centre for the Development of Vocasting tool, which would make it possible to estimonal Training, Cedefop, in order to better estimate and anticipate future skill needs and adapt them better to the jobs available on the labour market;
Amendment 492 #
Motion for a resolution
Paragraph 39 a (new)
Paragraph 39 a (new)
39 a. Welcomes the planned revision of the European Qualifications Framework, which should help improve the readability of existing skills and qualifications in the various countries of the European Union; stresses that such a tool is essential for the development of professional mobility, particularly in border areas;