22 Amendments of Ilhan KYUCHYUK related to 2015/2006(INI)
Amendment 12 #
Motion for a resolution
Recital A a (new)
Recital A a (new)
Aa. whereas entrepreneurship should be understood in its broader sense as the ability to turn ideas into actions;
Amendment 26 #
Motion for a resolution
Recital D
Recital D
D. whereas entrepreneurship is an important driver of economic growth and job creation as it creates new companies and jobs, opens up new markets, improves productivity and innovation, strengthens European competitiveness and creates wealth;
Amendment 58 #
Motion for a resolution
Recital K
Recital K
K. whereas education as a whole isnd training are of primordial importance with regard to each individual’s personal development, and therefore has to be both sufficiently broad in order to lay foundations for lifelong development and deepening of knowledge and skills, and sufficiently practical, thus allowing individuals to have real careers and a valuable professional and private life;
Amendment 64 #
Motion for a resolution
Recital M
Recital M
M. whereas education isand training are of paramount importance in terms of motivation and possibilities for young people to start their own entrepreneurial projects;
Amendment 95 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Acknowledges the role of lifelong learning and international mobility as a key measure in Europe’s response to globalisation and the shift to knowledge- based economies, and specifically the importance of ‘a sense of initiative and entrepreneurship’, which is among the eight ‘Key Competences for Lifelong Learning ‒ A European Reference Framework’ which are needed by all individuals for personal fulfilment and development, active European citizenship and participation, social inclusion and employment;
Amendment 96 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Calls on Members States to promote entrepreneurial skills for young people through legislative actions towards quality traineeships, focusing on quality learning and adequate working conditions as tools to foster employability, as put forward by the Council Recommendation on a Quality Framework for Traineeships;
Amendment 114 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Stresses that at all levels and types of education, even elementary, the teaching of practical entrepreneurship skills and the fostering of motivation and readiness should be provided in all Member States; Modules in basic finance, economics and business environment should be integrated in the curricula of all schools, in order to underpin and facilitate students´ understanding of the entrepreneurial process and to develop an entrepreneurial mindset;
Amendment 123 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Emphasises that setting an entrepreneurial mindset will be substantially beneficial for disadvantaged people by helping them overcome different barriers that lead to their social exclusion;
Amendment 127 #
Motion for a resolution
Paragraph 4 b (new)
Paragraph 4 b (new)
4b. Emphasises the importance to equip all young people with ICT competences, transversal and entrepreneurial skills in order to facilitate their school-to-work transition: to better compete for jobs, become self-employed, learn to better understand their prospective employers´ behaviour and needs, and contribute to innovative and competitive capability of employer organisation;
Amendment 131 #
Motion for a resolution
Paragraph 4 c (new)
Paragraph 4 c (new)
4c. Underlines the need to encourage the acquisition of digital skills that enable young people to fully exploit the potential of digital world;
Amendment 133 #
Motion for a resolution
Paragraph 4 d (new)
Paragraph 4 d (new)
4d. Highlights that business community has a key role to play in entrepreneurship education and training providing an experienced-based learning that complement youth´s theoretical education;
Amendment 142 #
Motion for a resolution
Paragraph 5 a (new)
Paragraph 5 a (new)
5a. Calls on the Commission to set and boost entrepreneurial traineeship and exchange programs, to give young people opportunities to gain hands-on experience and facilitate the exchange of knowledge and experience;
Amendment 143 #
Motion for a resolution
Paragraph 5 b (new)
Paragraph 5 b (new)
5b. Calls on the Commission to elaborate a comprehensive strategy for developing transversal skills as critical thinking, problem solving, initiative, collaboration, cooperation self-direction, planning, leadership and team-building, at all levels and types of education and training, taking into account that they are beneficial for broad range of occupations and sectors;
Amendment 154 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Calls on the Commission to support monitoring of ICT skills (ICILS – International Computer and Information Literacy Study) and monitoring of problem-solving skills and financial literacy (within the PISA Programme for International Student Assessment), problem-solving skills and financial literacy; calls on the Commission to carry out longitudinal research in this area;
Amendment 161 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Calls on the Commission to use the European Fund for Strategic Investment to support entrepreneurship education atnd young entrepreneurs through national and local levelprogrammes;
Amendment 162 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Calls on the Commission to createsupport a European Entrepreneurship Education Network to gather together and make available good practice to be shared by schools,which is supported by European organiszations, businesses, authorities and other stakeholders at European, national and local level and other stakeholders, including national education authorities, to gather and exchange best practices;
Amendment 197 #
Motion for a resolution
Paragraph 11 a (new)
Paragraph 11 a (new)
11a. Calls on the Commission to encourage better cooperation and exchange of good practices among Member States that have already integrated entrepreneurship education into their curricula and have achieved better progress in promoting youth entrepreneurship and those Member States that are still in the beginning of this process;
Amendment 203 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Calls on the Member States to promote the development of entrepreneurship- friendly environments which will facilitate young people’s start-ups and enable quick recovery from initial failures; underlines the importance to promote better understanding towards business failure and calls for its acceptation as an opportunity for learning and improving;
Amendment 207 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Calls on the Member States to promote the development of training for launching and managing start-ups, including expert mentorship, incubators and accelerators and all entrepreneurship- friendly environments which will facilitate young people’s start-ups and enable quick recovery from initial failures;
Amendment 211 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12a. Calls on Member States to adopt innovative methods to train teachers and mentors in entrepreneurship, for instance by involving them in real work on enterprise projects, in order to be more effective while teaching students, taking into account that the quality of the teachers and mentors is essential for the success of the initiative;
Amendment 217 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13a. Calls on Member States to encourage the involvement of private partners in entrepreneurship education, through funding or providing training, as an aspect of their corporate social responsibility;
Amendment 224 #
Motion for a resolution
Paragraph 15 a (new)
Paragraph 15 a (new)
15a. Calls on the Commission to ensure coordination and cooperation at European level in the systematic evaluation of the entrepreneurship programs and activities in order to allow the comparability of results, for instance compare the different patterns of youth entrepreneurship across Member States and the characteristics of youth entrepreneurs in terms of sociodemographic variables as age, gender and education;