31 Amendments of Ilhan KYUCHYUK related to 2015/2257(INI)
Amendment 1 #
Motion for a resolution
Citation 2 a (new)
Citation 2 a (new)
- having regard to the Copenhagen Declaration of 30 November 2002 on enhanced cooperation in the European vocational education and training,
Amendment 2 #
Motion for a resolution
Citation 2 b (new)
Citation 2 b (new)
- having regard to the Recommendations of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training,
Amendment 3 #
Motion for a resolution
Citation 13 a (new)
Citation 13 a (new)
- having regard to the report from the Commission to the European Parliament and the Council of 28 January 2014 on the implementation of the Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training,
Amendment 4 #
Motion for a resolution
Citation 13 b (new)
Citation 13 b (new)
- having regard to the Council Conclusions of 20 May 2014 on quality assurance supporting education and training,
Amendment 5 #
Motion for a resolution
Citation 13 c (new)
Citation 13 c (new)
- having regard to the Declaration of the Ministers in charge of Vocational education and training of 22 June 2015 on a new set of medium-term deliverables in the field of VET for the period 2015- 2020,
Amendment 10 #
Motion for a resolution
Recital A
Recital A
A. whereas learning mobility and training mobility have repeatedclearly proven their potential to contribute to high-quality education and employability, particularly in the context of successive European Union programmes in the field of education and training;
Amendment 12 #
Motion for a resolution
Recital A a (new)
Recital A a (new)
Aa. whereas mobility is considered to be important for personal development, enhances youth´s social inclusion, multicultural dialogue, tolerance, the ability of youth to work in an intercultural environment and active citizenship; The participation in mobility schemes is also particularly valuable in developing language skills and social capital /network and connections/;
Amendment 23 #
Motion for a resolution
Recital C b (new)
Recital C b (new)
Cb. whereas it is of utter importance that Erasmus + and other programs target all citizens regardless of their education level;
Amendment 26 #
Motion for a resolution
Recital D
Recital D
D. whereas the regional and local level is pivotal tocrucial to support initiatives exploring new paths for mobility and is crucial to establishing contact with entrepreneurs, all types of small and medium enterprises (SMEs) and the relevant trade unions, and engaging them in promoting the mobility of young people and apprentices;
Amendment 30 #
Motion for a resolution
Recital D b (new)
Recital D b (new)
Db. whereas it is necessary to reaffirm the political commitment to support EU action in lifelong learning and VET, notably through mobility activities that focus on developing transversal competences such as adaptability, curiosity and learning to learn, interpersonal and civic skills;
Amendment 34 #
Motion for a resolution
Recital E
Recital E
E. whereas entrepreneurs and, trade unions must be part of the reflection on mobility structuresand other relevant social partners should be actively involved in design, organisation, delivery and financing VET and the mobility in it;
Amendment 44 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Calls on the Commission, the Member States, involving EU agencies such as CEDEFOP to improve the VET mobility programmes so that they deliver added value for all participants as regards qualification, recognition and content, and to ensure that quality standards on apprenticeships are introduced;
Amendment 53 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Points out that the existing mobility initiatives have contributed to improving not only learners’ civic values and sense of belonging to Europe, but also their academic skills and job prospects, more specifically those skills linked to problem- solving capacity, planning and structuring, capacity to act and adapt in face of new situations, decision making, knowledge of foreign languages, and communication, as well as those related to personal skills that impact employability such as confidence, motivation, curiosity, critical thinking and assertiveness;
Amendment 63 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Singles out certain problems inInsists on the necessity to ease up the implementation of mobility actions in Erasmus+, such as reduced funding, problems with the in taking action to raise funding, simplifying the design and use of electronic tools for mobility management, and insufficientproviding a better targeted information and training targeted ato school and colleges staff;
Amendment 65 #
Motion for a resolution
Paragraph 3 b (new)
Paragraph 3 b (new)
3b. Asks the Commission to reduce the high amount of administrative burden for applicants as well as for sending and hosting companies and institutions involved in Erasmus + projects to facilitate both the registration process and projects;
Amendment 68 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Underlines the key aspects that need to be taken into account when assessing the success of the implementation of mobility actions: learners’ economic capacity to engage in mobility; recognition of studies between countries, whether via credits or certificates; level of language knowledge; organisation of the curricula or studies; legal aspects; lack of information or motivation to complete studies; personal situation of the students;
Amendment 73 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Encourages the European Union to define a statute of the ‘European Apprentice’Calls on the Commission to present and the Member States to endorse a proposal for an EU Apprenticeship status and scheme to guarantee a set of rights for those apprentices and VET learners who make use of their right to free movement, so as to ensure that their efforts are recognized and their rights are protected;
Amendment 85 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Notes that early school leaving is one of the most distinct problems faced by mobility target groups, and that betterdiverse and flexible vocational options lead to fewer dropouts from education and training;
Amendment 92 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7a. Emphasises the key role of learning and training mobility in tackling social and cultural challenges to give youth all its chances to develop own scheme of action in society; recalls that the European Union has focused its efforts, notably through the Europe 2020 strategy, on increasing the competitiveness of its economy, generate employment and ultimately strengthen its capacity to compete globally in the third decade of the century; emphasises, in this context, the important role of research, innovation, the digital society and energy sustainability, as instruments to provide higher added value;
Amendment 100 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Stresses the role of educational systems in better equipping students with both academic and transversal skills, and thereby enhancing their aptitude to matchpositively influent their self- confidence and facilitate their sustainable integration to the labour market needs;
Amendment 134 #
Motion for a resolution
Paragraph 11 a (new) (after subheading ´From mobility to employability´
Paragraph 11 a (new) (after subheading ´From mobility to employability´
11a. Underlines that acquiring new diverse and creative ideas abroad may motivate and boost entrepreneurship and creativity; Stresses that the opportunities that learning and training mobility offers - as for instance building international networks may also have positive effects on employability, transnational cooperation and Europe´s competitiveness;
Amendment 139 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12a. Highlights that there is a positive association between learning mobility and future mobility and earnings as EU and international mobility programmes enhance participants´ employability abroad (European Commission - Joint research centre 2013); stresses that apprenticeships and traineeships abroad improve participants´ language skills /79%/ according to Eurobarometer (2013);
Amendment 144 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Draws attention to the diversity and uneven development of validation and recognition systems between Member States, despite growing convergence in the last decade; stresses the need to facilitate the validation and recognition of skills and competences acquired in companies or training centres in different Member States; calls on Member States to improve the implementation of the European Qualifications Framework (2008/C111/01) and remove barriers; calls on the Commission, the Parliament and the Council to strengthen the instrument from currently a recommendation to a legally stronger basis as any non- recognition of competences negatively impacts on the EU2020 target of Employment Rates and hinders free movement as enshrined in the Treaties;
Amendment 150 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14a. Notes the progress that have been achieved towards ensuring higher VET´s quality in many Member States, supported by European quality assurance reference framework for Vocational education and training (EQAVET) and encourages those Member States that are currently in the process of developing a national quality assurance approach in accordance to EQAVET; stresses that Member States should put more efforts in order to ensure that quality assurance arrangements take greater account of learning outcomes and that they value and support non-formal learning and work-based learning in either formal or non-formal settings, as appropriate to the national context;
Amendment 152 #
Motion for a resolution
Paragraph 14 b (new)
Paragraph 14 b (new)
14b. Acknowledges that the success of apprenticeship programmes, in particular their value to youth and their attractiveness to employers, lies in their quality and their appropriate adaptation to individual and local specificities; Calls, in this regard, for the widening of the apprenticeships' coverage of multiple sectors and occupations with the active involvement of employers and trade unions in order to ensure that apprenticeships are offered where there is a demand;
Amendment 153 #
Motion for a resolution
Paragraph 14 c (new)
Paragraph 14 c (new)
14c. Notes that apprenticeship systems often impose eligibility restrictions in terms of age or educational qualifications witch may exclude disadvantaged youth and other groups; welcomes the efforts of some Member States to deliver more inclusive apprenticeship systems by, for instance, offering subsidies to employers hiring workers from vulnerable groups and encourages further actions to be carried out in order to eliminate the existing restrictions;
Amendment 154 #
Motion for a resolution
Paragraph 14 d (new)
Paragraph 14 d (new)
14d. Underlines that apprenticeship programs should be conducted under the guidance of a competent supervisor;
Amendment 170 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Encourages further measures to facilitate access by disadvantaged groups and people with special needs to Erasmus+ mobility actions; stresses therefore the need for a diversified and customized range of mobility options in training for people coming from immigrant backgrounds and economically disadvantaged families, or for learners from remote regions;
Amendment 174 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17a. Welcomes the fact that Erasmus + has significantly expanded the number of beneficiaries of Vocational Education and Training (VET) programmes to those young persons who do not go to university or college;
Amendment 208 #
Motion for a resolution
Paragraph 22 a (new)
Paragraph 22 a (new)
22 a. Encourages Member States, regional and local authorities to examine the specific learning needs of VET teachers and trainers, to encourage and support the improvement of their competences and qualifications and to provide them with more professional development opportunities;
Amendment 213 #
Motion for a resolution
Paragraph 22 b (new)
Paragraph 22 b (new)
22b. Welcomes the agreed Riga Conclusions by the Ministers in charge of Vocational education and training on 22 June 2015, new set of medium-term deliverables in the field of VET for the period 2015-2020 and call for their timely and thorough implementation;