22 Amendments of Agnes JONGERIUS 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 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 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 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 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 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 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;