53 Amendments of Elena GENTILE 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 68 #
Motion for a resolution
Recital I
Recital I
I. whereas according to the latest PIAAC study by the OECD, about 70 million European adults lack basic skills such as reading, writing and numeracy, which represents an obstacle to those people finding a decent job and living standard;
Amendment 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 126 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. AConsiders that Europe needs a paradigm shift in the goals and functioning of the education sector; agrees with the focus on the need to upgrade the European education and training systems in line with the fast changing economic and societal environment; notes that, while skills needs are dynamic, the main focus of the skills package is the immediate needs of the labour market; highlights in this respect the importance of a pan-European skills needs forecasting tool and lifelong learning with a view to adapting to new situations in the labour market;
Amendment 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 168 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Insists that education is not only a key factor in enhancing employability, but also in combating social exclusion and therefore believes that investing in skills and competences is crucial to tackling the high unemployment rates, especially among NEETs, long-term unemployed, the low-skilled, refugees, and people with disabilities; recalls that a genuine estimation of future skills needs is paramount in this respect;
Amendment 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 206 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Stresses the need to strive for a more flexible and individuallearner-focused approach to career development and lifelong education and training across one’s personal career path, and recognises the role that bothmainly public and, but also private parties, can play in providing this, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;
Amendment 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 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 247 #
Motion for a resolution
Subheading 4
Subheading 4
The key role of non-formal learning and informal educationlearning
Amendment 268 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Stresses that non-formal learning, including through volunteering, has a crucial role to play in stimulating the development of life skills such as team work, creativity and a sense of initiative while reinforcing self- esteem and motivation to learn;
Amendment 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 310 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Welcomes the Commission’s proposal to urge Member States to draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for strong pedagogical leadershipinnovation from teachers at all levels of education supported by the ongoing training and skilling of teachers;
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 381 #
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 optionsCalls on the European Commission and the Member States to increase the attractiveness and position VET and VET mobility as an important choice leading to a promising career, by making sure that young people and their families have access to information on VET options, by ensuring access to all, gender balance and non-discrimination in VET programmes; calls for specific targets such as the implementation of a fully operational credit transfer system and recognition by using ECVET;
Amendment 393 #
Motion for a resolution
Subheading 7
Subheading 7
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 457 #
Motion for a resolution
Paragraph 33 a (new)
Paragraph 33 a (new)
33 a. Calls on the European Commission to keep track of the demand and supply on the labour market within the European Union, as well as the geographic and occupational mobility, and to collaborate closer with the Member States, and social partners in order to match the needs of the labour market;
Amendment 458 #
Motion for a resolution
Paragraph 34
Paragraph 34
Amendment 463 #
Motion for a resolution
Paragraph 35
Paragraph 35
Amendment 468 #
Motion for a resolution
Paragraph 36
Paragraph 36
36. RAlthough Member States should be encouraged to take full advantage of the existing sources of funding that are available to support the implementation of the Agenda, especially the European Social Fund, regrets the lack of dedicated funding for the implementation of the proposals, which might be an important obstacle to taking actions that make a real difference at national level;
Amendment 480 #
Motion for a resolution
Paragraph 37 a (new)
Paragraph 37 a (new)
37 a. Highlights the need to improve the understanding and comparability of different qualifications across Member States; welcomes the proposed revision and further development of EQF and calls for a strengthened cooperation between Member States and all stakeholders; calls for greater consistency between EU qualification instruments – namely the EQF, ECVET and EQAVET;
Amendment 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 495 #
Motion for a resolution
Paragraph 40
Paragraph 40
40. Asks the Commission to leave more flexibility to Member States to broaden their skills offer and to not only focus on basic skills in the framework of the upskilling pathways, in the context ofCalls on the Member States to have a broad approach in implementing the upskilling pathways, providing diverse opportunities that take into account concrete needs at local, regional and sectorial level (for example intercultural, health, family skills), and should go beyond basic skills provision;
Amendment 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 505 #
Motion for a resolution
Paragraph 40 d (new)
Paragraph 40 d (new)
40 d. Welcomes the initiative to introduce a system of graduate tracking in order to provide a more evidence-based and relevant approach to designing curricula and learning offers; calls for a similar system for large-scale tracking of VET graduates;
Amendment 506 #
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;