46 Amendments of Gabriele BISCHOFF related to 2022/2207(INI)
Amendment 8 #
Motion for a resolution
Citation 33
Citation 33
Amendment 11 #
Motion for a resolution
Citation 38
Citation 38
– having regard to Cedefop’s report entitled ‘Skills forecast: trends and challenges to 2030’, the joint Cedefop Eurofound report entitled ‘Fostering skills use for sustained business performance: Evidence from the European Company Survey,1a _________________ 1a https://www.eurofound.europa.eu/sites/def ault/files/ef_publication/field_ef_docume nt/ef21010en.pdf
Amendment 18 #
Motion for a resolution
Recital B
Recital B
B. whereas the futureimportance of vocational education and training (VET) and in particular the upskilling and reskilling of workers will require two types of change among workers: upskilling and reskillingfurther increase, not least due to the digital and green transitions; whereas decent working conditions are essential to retain and attract skilled workers; whereas training provided to workers by their employer must not negatively affect worker’s remuneration and should include a more general and broad set of skills and competences, combined with specific needs;
Amendment 23 #
Motion for a resolution
Recital B a (new)
Recital B a (new)
Ba. whereas the digital and green transitions can only become a success if workers are provided with the necessary skills and competences;
Amendment 28 #
Motion for a resolution
Recital C
Recital C
C. whereas equal access to skills, as well asVET, including upskilling and reskilling opportunities for all, are workers and jobseekers, is crucial;
Amendment 29 #
D. whereas in 2021, 9.745 % of 18-24 year-olds in the EU had only completed upper secondary education and were not participating in further eduworkers reported having received training paid for by the employer over the past 12 months; whereas this share was lower among young workers, women, and workers on fixed-term and temporary agency contracts, pointing to inequalities in access to training;1a _________________ 1a https://www.eurofound.europa.eu/publicat ion or training; s/report/2022/working-conditions-in- the-time-of-covid-19-implications-for-the- future
Amendment 35 #
Motion for a resolution
Recital E
Recital E
E. whereas one of the reasons for the mismatch between supply and demand in the EU labour market is the inadequate vocational training of workers; the poor quality of jobs, bad working conditions and a lack of investments in VET at company level are some of the reasons for the lack of skilled workers;1a _________________ 1a https://www.cedefop.europa.eu/files/3092_ en.pdf https://www.cedefop.europa.eu/files/3075_ en.pdf
Amendment 39 #
Motion for a resolution
Recital F
Recital F
F. whereas one objective of the European Skills Agenda sets objectives to be achieved by 2025, stressing that the objective foris to have a participation rate in learning of 50 % among 25-64 year- olds is 50 %, by 2025 (compared to 38 % in 2016); whereas the objective for participation among 16-74 year-olds with at least basic digital skills is 70 %, (compared to 56 % in 2019); whereas, the EU has set an objective of increasing theUnion wants to increase the share of the population with at least basic digital skills indicator to 80 % by 2030;
Amendment 43 #
Motion for a resolution
Recital G
Recital G
G. whereas VET and lifelong learning can contribute to the principles of the European Pillar of Social Rights; whereas the objective set out in the European Pillar of Social Rights (EPSR) Action Plan is to achieve a share of 60 % in adult learning by 2030;
Amendment 50 #
Motion for a resolution
Recital I
Recital I
I. whereas inequalities in access to adult learning and VET still persist;
Amendment 51 #
Motion for a resolution
Recital J
Recital J
J. whereas only 45 % of workers in the Union can use their current knowledge and skills to a great extent in their main job, while for the other 55 %, part of their knowledge and skills are underutilised; whereas apart from short supply and skill mismatches, difficulties to recruit skilled workers to a considerable extent also reflect poor job quality, a lack of people-oriented HR policy and untapped job design opportunities;1awhereas one in three companies that do not organise training cite heavy workloads and lack of time as reasons; whereas both time and cost are major barriers to adult learning from an individual perspective; _________________ 1a https://www.cedefop.europa.eu/files/3092_ en.pdf
Amendment 54 #
Motion for a resolution
Recital K
Recital K
K. whereas the Fourth Industrial Revolution, which encompasses the full digitalisation of service provision and production processes, together with the rapid development of big data, artificial intelligence, the Internet of Things, platforms and increasing computing power, is shaping today’s labour and education marketsmarkets and societies, including through the disappearance of some tasks and occupations and the creation of others, potential deskilling and a further fragmentation of work;
Amendment 69 #
Motion for a resolution
Recital L
Recital L
L. whereas customer servicepeople skills, multilingualism, team working, problem- solving, management, including time management, and critical thinking and digital/IT skills are also considered important transferable skills; whereas transferablere important crosscutting soft skills; whereas crosscutting soft skills are increasingly valued by employers as crucial for employment;
Amendment 70 #
Motion for a resolution
Recital M
Recital M
Amendment 76 #
Motion for a resolution
Recital N
Recital N
N. whereas the COVID-19 pandemic has had a significant negative impact on the systematic implementation of education and training policies; whereas the crisis caused by the pandemicrelated crisis has changed the way weof work and has reinforced the need to update the skills repertoire of the European workforce, especially in terms of digital skills;
Amendment 78 #
Motion for a resolution
Recital O
Recital O
O. whereas between 2020 and 2021, the workplaces of 44 % of EU+ adult workers adopted new digital technologiesnew digital technologies were introduced in 44 % of the workplaces between 2020 and 2021;
Amendment 81 #
Motion for a resolution
Recital P
Recital P
P. whereas between 37 % and 69 % of tasks in the EUtasks can be automated in many sectors and to a different extent, resulting in significant changes in employment, labour productivity; whereas 35 %, skills requirements and size of workersforce in the EU+ believe that new digital technologies in their workplaces can or will partially or fully perform their workUnion with strong regional differences; whereas 35 % of workers fear that new digital technologies can or will perform their job in a whole or in part in the future; whereas some 45 % are also concerned about technological skills becoming obsolete and the need to acquire new knowledge and skills;
Amendment 87 #
Motion for a resolution
Recital Q
Recital Q
Q. whereas aligning curricula with the competences and skills expected by the market is the main, people’s aspirations, as well as the expectations of society and companies is a challenge facing education systems;
Amendment 92 #
Motion for a resolution
Recital R
Recital R
R. whereas, over the years, the nature, perception and societal evaluation of vocational trainingVET have evolved thanks, among other things, to digital solutions in education; whereas, despite improvements in the status of vocational training, it is stills, to campaigns and policies on quality apprenticeship and digitalisation; whereas, despite efforts to improve the status and image of apprenticeships, they are often not athe first choice and is seen as a second option after general educationof young people;
Amendment 93 #
Motion for a resolution
Recital S
Recital S
S. whereas demographic changes are ongoingin the Member States have been accelerating and are expected to continue doing so in the coming decade, reinforcing the need to make use of the full potential of all working-age adults through continuous investments in their skills, knowledge and qualifications as well as activating more people, in particular women, people with a migration background, low-skilled and low-qualified adults and young people, especially those not in education, employment or training (NEETs); whereas companies may experience problems related to the loss of knowledge of olderskilled workers once they retire;
Amendment 97 #
Motion for a resolution
Recital S a (new)
Recital S a (new)
Sa. whereas decent working conditions and access to social security systems, quality social services and an attractive living environment will play a prominent role in retaining and attracting skilled workers; whereas strengthening personal development and learning guidance from an early age and supporting equal access to information can help people to choose suitable learning pathways to quality employment opportunities;
Amendment 101 #
Motion for a resolution
Recital T
Recital T
T. whereas 28 occupationsectors were classified as having shortages of skilled workers, including the healthcare, hospitality, construction, IT services and security, and there are shortages of workers; whereas there is a general shortages of workers, in particular women with science, technology, engineering and mathematics (STEM) backgrounds;
Amendment 102 #
Motion for a resolution
Recital U
Recital U
U. whereas employers’ increasing demand for specific skills is giving rise to new professions on the labour market which can be taught in the vocational training systemmake the case for a stronger engagement of companies in VET;
Amendment 105 #
Motion for a resolution
Recital V
Recital V
V. whereas, as part of the European Strategy for the Rights of Persons with Disabilities 2021-2030, the Commission has committed to providing better opportunities for persons with disabilities to participate in training and acquire new skills, which is a prerequisite for employment and independence;
Amendment 110 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Points to the need for the smooth functioning of continuing vocational trainHighlights the importance of life- long learning and VET, including upskilling and reskilling, for adultsthe sustainable development of the Union;
Amendment 119 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. FeelStresses that all adults need opportunitieseffective support to access quality and inclusive VET, to develop, update and upgrade their skills in order to keep up with the rapidly changing realities of work andin the world of work and society, and to succeed inwith their personal and professionalcareers and their private lives; stresses that this requires a systemic approach to lifelong learning and skills development, supported by well- functioning and modern continuing vocational education and training (Caccessible and inclusive quality VET) systems;
Amendment 127 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Regrets that the three main factors hampering vocational training for adults in companies are:Highlights that some of the factors hampering VET at company level are the employers’ belief that the available skills and qualifications of their staff are sufficient and appropriate to, the needs of businesses, the practice ofpreference of companies to recruiting new staff instead of retraining the current ones, and obstacles to the provision of trainingskilling and upskilling their existing workforce, as well as attempts to shift the training responsibility from the employer to the workers;
Amendment 129 #
Motion for a resolution
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Recalls that skills and labour shortages are, in some cases, the result of unattractive jobs and poor working conditions; emphasises therefore that tackling those issues, by means of decent working conditions and retention policies, is important for a well-functioning future labour market; stresses that improving job quality in sectors and companies with poor working conditions is an important element for addressing the issue of brain drain which results in growing inequalities between regions, unequal development as well as unequal capacity to drive innovation and create jobs;
Amendment 130 #
Motion for a resolution
Paragraph 4
Paragraph 4
Amendment 136 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. StresseHighlights that CVET policyies remains fragmented in many EU Member States; points out that the development of well- functioning Cat national and Union level; points out that efficient VET systems requires the development of systematic strategies to empower people and ensure sustainable economic competitivenesocial and economic strategies, aligned with skills strategies, developed through social dialogue between trade unions and employers;
Amendment 137 #
Motion for a resolution
Paragraph 5 a (new)
Paragraph 5 a (new)
5a. Highlights the importance of best practices related to dual education systems, which combine quality apprenticeships in undertakings with vocational school education, thereby bringing together the world of work with the world of education and giving young people access to the labour market; stresses the importance of decent wages and good working conditions for apprentices to attract young people in this context;
Amendment 143 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Points outHighlights the importance of vocational educationVET for individuals and grouppersons with special needs;disabilities and stresses the need to develop a strategy andies to provide vocational education and training opportunities for people in remote and rural areas in order to ensure the effectiveness of matching mechanismsmore and better VET opportunities for them and facilitate their integration in the EU labour market;
Amendment 150 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Draws attention to the need to focus onprovide VET for adults at an individual level as well, including for low-qualified and low- skilled people and those who arhave the least involved in education and trainingaccess to training in basic skills and competences;
Amendment 152 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7a. Reiterates its call on employers to invest in the development of their workers’ skills and competences, especially with regard to skills and competences needed for the digital and green transitions as well as crosscutting soft skills;
Amendment 157 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Points out that workplaceundertakings, and SMEs in particular, must be extensively involved, encouraged and supported to provide learning and training opportunities not only for those in employment, but also for the unemployed and those outside the labour market; notes the key role of the social partners in this area;; (Last sentence moved to 9 a (new))
Amendment 164 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Stresses the need to improve the validation and recognition of skills and competences, in particular those acquired through non- formal and informal education, while developing a common framework in the Member States, in particularincluding skills and competences acquired in third countries, by providing validation systems in cooperation with social partners; calls on the Commission and the Member States to develop a common framework for the common recognition of soft transferablecrosscutting soft skills;
Amendment 167 #
Motion for a resolution
Paragraph 9 a (new)
Paragraph 9 a (new)
9a. Highlights the key role of social partners with regard to VET; stresses the importance of a well-functioning social dialogue and the role of collective agreements in ensuring VET provision to all workers;
Amendment 169 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Calls on companies to pay more attention to the role of education in the workplace; stresses that companies need to dedicate a substantial part of their resouremployers to dedicate a substantial part of their resources to ensure their employees have the necessary skills and competences to work with the latest technologies and in new organisational environments, as well as to prevent digital exclusion and to foster intergenerational learning; calls on companies to allow for high levels of task discretion and organisational participation of workers, as these forms of work organisation are associated with better access to ensuring that their employees are able to work with the latest technologies and in new organisational environments, as well as to prevent digital exclusiontraining and skills development; calls on the Member States to reinforce the Youth Guarantee through coherent actions; calls on the Member States to invest in the health of pupils and students, to prevent early school leaving and to support study and career counselling;
Amendment 177 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10a. Calls on the Member States as well as regional and local authorities concerned to strengthen measures to fight unemployment, poverty and social exclusion, including through the strengthening of public employment services, the promotion of lifelong learning and dedicated measures focused on professional development;
Amendment 179 #
Motion for a resolution
Paragraph 10 b (new)
Paragraph 10 b (new)
10b. Highlights that education and training as well as the integration into the labour market is an important instrument to combat poverty and inequalities; urges the Commission and the Member States to support measures aimed at disadvantaged and low-skilled groups, with emphasis on education and training that allow for the development of social, scientific and professional skills, in particular basic digital skills; calls on the Member States as well as the regional and local authorities concerned to ensure the diversification of the education and training offers;
Amendment 181 #
Motion for a resolution
Paragraph 11
Paragraph 11
Amendment 191 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Draws attention to the opportunStresses that supporting migrants, asylum seekers and refugees to upskill and reskill and to access quality jobs and information regarding working conditieons and challenges arising from the increasing number of third-country nationals in the EU, as a result, amosocial protection is essential; Highlights in this context the need to ensure effective support and quality VET for third-country nationals in the EU to ensure their labour market integration, including by strengthening learning opportunities and mobility, by facilitating other things, of the war in Ukraine validation of their skills and competences and by enhancing the recognition of qualifications;
Amendment 200 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Stresses the need to increase the importance of vocational education and the acquisition of new skills and competences, especially those offered byneeded for the green and digital transitions;
Amendment 208 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Stresses the need to promote vocational education, highlighting the attractiveness of and opportunities for development within the sector; calls on the Commission and the Member StatesCalls on the Commission and the Member States, in cooperation with tripartite advisory bodies and the European Alliance for Apprenticeship, to carry out educational campaigns and activities to promote vocational education, including, including during the European Year of Skills and through events such as EuroSskills, in order to promote the attractiveness and opportunities offered by quality VET and adult learning;
Amendment 212 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Calls on the Member States to simplify administrative procedures related to VET where possible and to provide SMEs with assistance, such as consultancy services, to identify training needs and to apply for financial support from the training fund for companies; calls on the Commission and the Member States to increase investments in measures aimed at integrating disadvantaged youth and those not in education, employment, or training (NEETs) into the labour market; underlines the important role the European Social Fund Plus (ESF+) can play in this context;
Amendment 218 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Encourages the Member States, in cooperation with social partners, to set up a transparent mechanism for certifying companies that offer vocational training for workersVET in line with the quality standards of the European Framework for Quality and Effective Apprenticeship, so that those offering high- quality apprenticeships, traineeships and training can be identified;