21 Amendments of Emilian PAVEL related to 2015/2088(INI)
Amendment 14 #
Motion for a resolution
Recital A
Recital A
A. whereas a lack of relevant skills is anand relevant jobs are important factors causing youth unemployment; reminds that without quality job creation in Europe, the youth employment crisis cannot be solved;
Amendment 27 #
Motion for a resolution
Recital B
Recital B
Amendment 30 #
Motion for a resolution
Recital B a (new)
Recital B a (new)
Ba. whereas the planning of training and education improves significantly when student and youth organisations are included in decision-making processes and it better meets the demands of society, labour market and needed skills;
Amendment 40 #
Motion for a resolution
Recital D
Recital D
D. whereas the implementation of effective skills policies can improve the situationhelp reduce youth unemployment;
Amendment 48 #
Motion for a resolution
Recital F a (new)
Recital F a (new)
Fa. whereas youth entrepreneurship can contribute to reducing youth unemployment and through education and training it can boost the employability of young people;
Amendment 83 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Stresses the need to build up partnerships between local authorities, education and employment services and the business community to support the creation, implementation and monitoring of sustainable, inclusive and quality employment strategies and action plans; calls for closer co-operation between education, public administration, business and civil society, especially youth organisations;
Amendment 98 #
Motion for a resolution
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Stresses the importance of close cross- sectoral cooperation, particularly between employment and education services;
Amendment 108 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Stresses the key role of enterprises, including SMEs and micro-enterprises, in job creation; stresses the need to provide education for entrepreneurship onfor educational systems in Europe at every level, (including pre-school education, by including in curricula the development in a safe environment (through games, simulations and youth projects) of the practical skills needed in starting and managing businessesvocational training programs or pre-school education) to foster the development of 21st century skills and transversal entrepreneurship competencies, skills and knowledge, that are effectively delivered through hands-on and real-life experiences; suggests that entrepreneurship is taught across various subjects or as a separate subject;
Amendment 121 #
Motion for a resolution
Paragraph 6 a (new)
Paragraph 6 a (new)
6a. Calls for investment in emerging and potential sectors such as information and communication technologies, clean technologies and green jobs as they have great potential to create quality jobs;
Amendment 133 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Calls for the removalimprovement of administrative and financial barriers to starting and managing businesses through the simplification of procedures, easier access for start-ups to credit and microfinance, tailor-made counselling, introduction of incentive measures for entrepreneurs employing young people whilst safeguarding workers' rights and maintaining the quality of employment practices; underlines the importance of microfinance and the EU Employment and Social Innovation (EaSI) programme, as well as the Investment Plan for Europe, for achieving these goals;
Amendment 149 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9a. Calls for an effective support of socially responsible, green and sustainable entrepreneurial projects as well as the promotion of sustainable alternative models such as cooperatives, which are based on a democratic decision process and try to have an impact on the local community;
Amendment 163 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10a. Calls on the Member States to provide appropriate education and training programmes focused on the development of digital skills as essential tools for young people in today's economy and business;
Amendment 178 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Calls for the exchange of good practices in vocational education and the development of skills enabling access to the labour market to be enhanced; recalls that lifelong guidance on professional career should be available over the whole working life to maintain and develop one's skills and knowledge;
Amendment 180 #
Motion for a resolution
Paragraph 12 a (new)
Paragraph 12 a (new)
12a. Recalls that non-formal education is crucial for soft skills development such as e.g. communications and decision-making skills; calls therefore for investment in inclusive opportunities providing Non Formal Education (NFE) and for recognition of the impact and value of experience, skills and competences gained from there;
Amendment 192 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Stresses that a smooth transition from education to employment should be promoted by linking education with practical training and providing high- quality internships as stipulated in the European Quality Charter on Internships and Apprenticeships as well as through the recognition of qualifications gained during formal and non-formal education, or during volunteering experiences;
Amendment 193 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Stresses that a smooth transition from education to employment should be promoted by linking education with practical training and providing high- quality internships as stipulated in the European Quality Charter on Internships and Apprenticeships as well as through the recognition of qualifications gained during formal and non-formal education; stresses that high-quality internships/traineeships should always have clear learning outcomes;
Amendment 214 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Recalls that high-quality traineeships and apprenticeships should lead to employment and condemns the abuse of such arrangements; reminds that the aim of traineeships is not providing underpaid labour but to lead to increased skills and employability;
Amendment 227 #
Motion for a resolution
Paragraph 17 a (new)
Paragraph 17 a (new)
17a. Stresses the importance of tailor- made career counselling and guidance for young people at the earliest stage possible;
Amendment 249 #
Motion for a resolution
Paragraph 19
Paragraph 19
19. Stresses that skills development should also be considered as a mechanism leading to equal opportunities for people from disadvantaged groups, in particular for children and young people from families affected by poverty, the long-term unemployed, including second-generation unemployed, immigrants and people with disabilities, as well as gender equality; stresses that prevention as well as support and counselling at an early stage are of the outmost importance, because although enabling people who are at a disadvantage to develop skills and to enter the labour market requires time and resources it is also socially and economically profitable;
Amendment 257 #
Motion for a resolution
Paragraph 19 a (new)
Paragraph 19 a (new)
19a. Calls on the Member States and the European Commission to promote best practices and support the inclusion of young people with disabilities in education (including lifelong learning programmes) and employment, through measures like investments in social entrepreneurship initiatives that support these young people, or financial incentives for organisations that recruit them;
Amendment 264 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Notes that young people, raised in an era of rapid technological progress have not only potential, talents and skills but also values and priorities that differ from the previous generation, and therefore it is worthwhile stressing the need for programmes and initiatives that would bridge the gap between generations while helping to understand the younger generation's assets, which include multitasking, creativity, readiness to change and teamwork and skills; stresses that education and training systems should be flexible enough to allow for the full development of the skills and talents of those people; emphasises moreover that recruitment and employment services staff should be well trained and equipped with skills that would give them a better understanding of Gthe digital generation Y; stresses that job offers and recruitment strategies should be adjusted with a view to the potential of Generation Ythe digital generation; notes also that not all of youth have automatically the skills and abilities for full digital demands and therefore reminds that giving an equal access and training to everyone on digital equipment is even more important than before;