45 Amendments of Ilhan KYUCHYUK related to 2017/2002(INI)
Amendment 5 #
Motion for a resolution
Citation 5 a (new)
Citation 5 a (new)
- having regard to the Council conclusions on the role of early childhood education and primary education in fostering creativity, innovation and digital competence (2015/C 172/05),
Amendment 7 #
Motion for a resolution
Citation 5 b (new)
Citation 5 b (new)
- having regard to the Council conclusions of 20 May 2014 on effective teacher education,
Amendment 8 #
Motion for a resolution
Citation 5 c (new)
Citation 5 c (new)
- having regard to the Council conclusions of 20 May 2014 on quality assurance supporting education and training,
Amendment 17 #
Motion for a resolution
Citation 16 a (new)
Citation 16 a (new)
- having regard to its resolution of 8 September 2015 on promoting youth entrepreneurship through education and training,
Amendment 49 #
Motion for a resolution
Recital F a (new)
Recital F a (new)
F a. whereas often individuals possess skills, which are not identified, exploited or properly rewarded; whereas skills acquired outside formal settings, through work experience, volunteering, civic engagement or other relevant experiences are not necessarily recorded in a qualification or documented and therefore are being undervalued;
Amendment 54 #
Motion for a resolution
Recital F b (new)
Recital F b (new)
F b. whereas cultural and creative industries contribute to social well-being, innovation, employment and stimulate EU´s economic development while employing more than 12 million people in the EU, which is 7.5% of all persons employed in the total economy and contribute to the economy with 5.3% of the total EU GVA and further 4% of nominal EU GDP generated by the high- end industries 1a; _________________ 1aBoosting the competitiveness of cultural and creative industries for growth and jobs, 2015
Amendment 56 #
Motion for a resolution
Recital F c (new)
Recital F c (new)
F c. whereas the current arrivals of migrants and refugees to the European Union require the establishment of more sustained approach and validation practices directed towards third country nationals in order to facilitate their integration and make a better use of their skills and qualifications;
Amendment 75 #
Motion for a resolution
Recital J
Recital J
J. whereas access to learningeducation and training opportunities must be a right for everyone at every stage of life so that they can acquire transversal skills such as, numeracy, digital and media literacy, critical thinking, social skills, foreign language proficiency and relevant life skills;
Amendment 81 #
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; whereas an effective digital skills provision is essential to ensure the workforce is prepared for the current and future technological changes;
Amendment 98 #
Motion for a resolution
Recital L a (new)
Recital L a (new)
L a. whereas in order to ensure smart, sustainable and inclusive economic growth and jobs for young people, there is a strong need for more Science, Technology, Engineering and Mathematics (STEM) proficiency in the European Union;
Amendment 99 #
Motion for a resolution
Recital L b (new)
Recital L b (new)
L b. whereas the demand for STEM professionals and associate professionals is expected to grow by around 8% between now and 2025, much higher than the average 3% growth forecast for all occupations; Whereas the employment in STEM-related sectors is also expected to rise by around 6.5% between now and 2025 2a; _________________ 2a Cedefop, Rising STEMs Database, March 2014
Amendment 121 #
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 to enhance the adaptability of individual and address 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 129 #
Motion for a resolution
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Underlines that creativity and innovation are becoming driving factors in the European Union´s economy and should be mainstreamed in the national and European policy strategies;
Amendment 132 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Calls on the Member States to include leadership, social intelligence, management, entrepreneurial and financial education, business start-up adviceforeign languages proficiency, negotiation, business start-up advice, coding, new media literacy and communication technologies in their education programmes, and to prioritise the further development of those capabilities also in vocational training and education (VET) programmes, including enhancingtogether with the enhancement of the European craftsmanship;
Amendment 144 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Welcomes the objective of the Skills Agenda to make VET a first choice for learners which should be demand-led through the participation of employers in the design and delivery of the courses to ensure sufficient and qualified employees for the future;
Amendment 153 #
Motion for a resolution
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Underlines that culture, creativity and arts significantly contribute to personal development, employment and growth across the European Union, carrying innovation, stimulating cohesion, strengthening intercultural relations, mutual understanding and preserving European identity, culture and values; Calls on the Commission and the Member States to strengthen their support for CCIs in order to unleash and fully explore their potential;
Amendment 155 #
Motion for a resolution
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Stresses that the migrants, refugees and asylum seekers bring in new skills and competences and enrich the EU´s culture; Highlights that assessment of asylum seekers' and refugees' skills, ideally in co-operation between employers and the public employment service, with subsequent up-skilling provided where needed, and with a specific focus on shortage occupations, will significantly facilitate and enhance their social and labour market integration;
Amendment 156 #
Motion for a resolution
Paragraph 5 c (new)
Paragraph 5 c (new)
5 c. Underlines the need to make the skills of migrants, asylum seekers and refugees visible in order to facilitate their active engagement in society, education and training enrolments and employment; calls on the Commission, in cooperation with the Member States to establish and swiftly implement mechanism for recognition and understanding of third country nationals´ skills and qualifications, including the cares where individuals are unable to document their qualifications;
Amendment 160 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Recognises the value of internationalisation of education and the increasing number of students and staff members who participate in mobility programmes; underlines the value of Erasmus+ for the development of teachers and students; notes that various studies show that mobility equips people with essential skills and provides them with better career opportunities;
Amendment 165 #
Motion for a resolution
Paragraph 6 b (new)
Paragraph 6 b (new)
6 b. Recognises that the current EU budget dedicated to learning mobility might not be sufficient to achieve the goal of 6% of learning mobility by 2020;
Amendment 169 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Insists that education isand training are not only a key factors 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 rate, especially among NEETs; recalls that a genuine estimation of future skills needs is paramount in this respect;
Amendment 184 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Insists on the need for immediate action to reverse the unacceptable situation of 70 million Europeans lacking basic skillsNotes with concern the unacceptable situation of 70 million Europeans lacking basic skills; welcomes therefore the establishment of the Upskilling Pathways and insists on its swift implementation and monitoring; calls furthermore on the Commission and Member States to encourage and support flexible re-skilling and up-skilling programmes, tailored to the individual needs of each Member State, for both unemployed individuals and those who are employed;
Amendment 234 #
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 an adequate set of rights and access to social protection as defined by national legislation and practice;
Amendment 251 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Insists on the importance of validating non-formal and informal learning to reach out and empower learners; recognises that this is particularly evident for disadvantaged groups, such as refugees and low-skilled adults who are in need of priority access to validation arrangements;
Amendment 258 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Recognises that the lack of comparability and coherence between the validation approaches of EU countries, especially for VET, represents an additional barrier;
Amendment 275 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19 a. Calls on Member States to fully implement Council recommendation of 20 December 2012 on the validation of non- formal and informal learning;
Amendment 292 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Insists on the need to incorporate new technologies in the teaching and learning process in order to equip people with the right set of skills, competences and knowledgeand to ensure the development of the full range of digital skills that individuals and companies across the country need in an increasingly digital economy; furthermore, stresses the need for more collaborative, coordinated and targeted approach for the development and implementation of digital skills´ strategies;
Amendment 301 #
Motion for a resolution
Paragraph 21 a (new)
Paragraph 21 a (new)
21 a. Believes that greater importance should be given to STEM education in view of improving digital learning and teaching;
Amendment 309 #
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 systematic teacher training programmes and strong pedagogical leadership from teachers at all levels of education;
Amendment 330 #
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 promoting creativity and leadership skills, as well as combating youth unemployment;
Amendment 333 #
Motion for a resolution
Paragraph 23 a (new)
Paragraph 23 a (new)
23 a. Reiterates that knowledge and skills related to science, technology, engineering and maths (STEM), especially in combination with creativity, are crucial in responding to the economic challenges we are facing and that developments in these fields underpin advances in scientific research across all disciplines and drive innovation and job creation across various sectors of EU´s economy;
Amendment 337 #
Motion for a resolution
Paragraph 23 b (new)
Paragraph 23 b (new)
23 b. Calls on the Commission and the Member States to encourage and better support the interaction between education and training institutions, national authorities, businesses and other relevant stakeholders in order to identify and exchange views on how STEM and ICT skills shortages can be tackled in a structural way with long-term impact;
Amendment 341 #
Motion for a resolution
Paragraph 23 c (new)
Paragraph 23 c (new)
23 c. Encourages Members States to establish, swiftly implement and regularly update national STEM strategy, fitting to each Member State's specific needs, applying bottom-up approach with triple helix cooperation;
Amendment 361 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Reiterates the importance of vocational education and training (VET) as a valuable and relevant education not only for 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 but also for enabling accessible education for all and to allow learners to acquire the knowledge they want; calls on the Commission and the Member States to ensure that there is adequate investment in VET and that it is made more relevant for employers, learners and society and that it is tailored to labour market needs by making them an integral part of the education system, employing a holistic and participatory educational approach, and to guarantee high qualification standards and quality assurance in this regard;
Amendment 372 #
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; reminds that the target for learning mobility in the VET sector in the Erasmus+ programme is far from being achieved and further attention should be given to it;
Amendment 377 #
Motion for a resolution
Paragraph 26 a (new)
Paragraph 26 a (new)
26 a. Calls on Member States rebrand VET, with adequate investment and qualified staff, reinforcing the link to the labour market, employers and creating the awareness of VET as valuable education and career path;
Amendment 383 #
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 and guidance on VET options;
Amendment 395 #
Motion for a resolution
Subheading 7 a (new)
Subheading 7 a (new)
Welcomes the initiatives taken by the Commission to promote VET education; recognises that VET mobility has not yet reached its potential; considers that additional funding to VET institutions could contribute to enhancing VET mobility as well as increasing the quality, relevance and inclusiveness of VET education;
Amendment 399 #
Motion for a resolution
Paragraph 28
Paragraph 28
28. Stresses that the upskilling of all teachers would be theis a prerequisite for the deliveryimplementation of the New Skills Agenda and that further efforts and analyses have to be made ion attracting talents to this profession, underlines that enhancing innovative teaching and learning practices and facilitate mobility and exchange of best practices could be one step forward this goal;
Amendment 419 #
Motion for a resolution
Paragraph 30
Paragraph 30
30. Calls on the Commission and the Member States to continue to make VETvocational education and training more visible and to enhance its attractiveness; calls on the Commission to encourage Member States to set further targets to encourage work- based learning in VET programmes;
Amendment 429 #
Motion for a resolution
Paragraph 31
Paragraph 31
31. Calls on the Commission and the Member States to continue to focus on offering opportunities to its citizens, of all ages, to develop their digital skills, in particularwhile fostering the digital transformation of the economy and re- shaping the way people learn, work and do business, and takes; in this regard, calls on the Member States to take note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy;
Amendment 438 #
Motion for a resolution
Paragraph 32
Paragraph 32
32. Calls foron the Member States to include early entrepreneurship education to beas part of the curriculum in the Member States in order to develop an individual entrepreneurial mind-set in their citizens as a key competence which supports personal development, active citizenship, social inclusion and employability;
Amendment 477 #
Motion for a resolution
Paragraph 37
Paragraph 37
37. Calls on the Commission and Member States to make funding available in order to bridge the existing technological and digital gap between educational institutions which are well equipped and those which are not, as part of the national strategies for digital skills; strongly recommends addressing the digital divide, and give equal opportunities for all to obtain access to digital technologies, as well as competences, attitudes and motivation needed for digital participation;
Amendment 478 #
Motion for a resolution
Paragraph 37
Paragraph 37
37. Calls on the Commission and Member States to make funding available in order to bridge the existing technological gap between educational and training institutions which are well equipped and those which are not and to support teachers´ and trainers´ up-skilling in technology in order to keep pace with today's increasingly digital world, as part of the national strategies for digital skills;
Amendment 488 #
Motion for a resolution
Paragraph 38 b (new)
Paragraph 38 b (new)
38 b. Calls for enabling a greater flexibility in learning, in relation to location, delivery and learning methods that serve to attract and meet the needs of a diverse range of learners, enhancing therefore the learning opportunities for all people;