37 Amendments of Estrella DURÁ FERRANDIS related to 2020/2818(RSP)
Amendment 3 #
Citation 12 a (new)
— having regard to the European Commission communication entitled ‘A New Industrial Strategy for Europe’ which states that ‘the twin ecological and digital transitions will affect every part of the economy, society and industry, which competitiveness depends on recruiting and retaining a qualified workforce and is foreseen that in the next five years alone, 120 million Europeans will have to up- skill or re-skill,
Amendment 4 #
Citation 12 b (new)
— having regard to the European Commission communication entitled ‘the European Green Deal’ which states that ‘in order to make all of the change referenced above possible, pro-active re- skilling and up-skilling are necessary to reap the benefits of the ecological transition',
Amendment 6 #
Citation 17 a (new)
— having regard to the European Working Conditions Survey[1], [1]Sixth European Working Conditions Survey – report. Eurofound, https://www.eurofound.europa.eu/sites/def ault/files/ef_publication/field_ef_docume nt/ef1634en.pdf
Amendment 7 #
Citation 17 b (new)
— having regard to Eurofound research on the impact of digitalisation on skills use and skills development[1], [1]Impact of computerisation on job profiles (changing tasks within occupations – hence requiring different types of skills): https://www.eurofound.europa.eu/sites/def ault/files/wpef19007.pdf
Amendment 8 #
Citation 20 a (new)
— having regard the STOA study “Rethinking education in the digital age”[1], [1] https://www.europarl.europa.eu/thinktank /en/document.html?reference=EPRS_ST U%282020%29641528
Amendment 12 #
Recital A a (new)
Aa. whereas education in the digital age includes digital formal education but also the informal and non-formal education in technical, soft and citizen skills throughout the European citizens' lifetime;
Amendment 17 #
Recital B
B. whereas the COVID-19 crisis has changed the world of work and reinforced the need to update the skills sets of the European workforce, in particular as regards digital and technological skills as well as resilience and adaptability; whereas the enforced lockdown during the COVID-19crisis provides the opportunity for workers to update their skills;
Amendment 22 #
Recital C
C. whereas individuals need to be equipped with the skills required by the labour market and the ability to quickly adapt to changing skills demands throughout their lifetime; whereas 37% to 69% of tasks in the EU could be automated throughout many sectors, leading to a significant change in the performance on the job14; __________________ 14 whereas according to Eurofound research 28% of workers report having the skills to cope with more demanding duties; __________________ [1] https://ec.europa.eu/social/main.jsplangId =en&catId=89&newsId=9150&furtherNe ws=yes 14 https://ec.europa.eu/social/main.jsp?langId =en&catId=89&newsId=9150&furtherNew s=yes
Amendment 27 #
Recital D a (new)
Da. whereas the current generation of young people are highly skilled; whereas skilling, reskilling and upskilling are not the only answer to the lack of jobs for young people; whereas the creation of quality and sustainable jobs, on the other hand, is key to their stability;
Amendment 29 #
Recital E
E. whereas equal access to quality and inclusive skilling, upskilling and re-skilling opportunitieprovisions for all people, including for vulnerable groups and people living in deprived urban areas, rural or remote areas, is crucial for sustainable competitiveness, social fairness and resilience; whereas Eurofound research shows that inequality in workers’ access to training has increased[1]; [1] https://www.eurofound.europa.eu/sites/def ault/files/ef_publication/field_ef_docume nt/ef19004en.pdf Eurofound (2019), How your birthplace affects your workplace
Amendment 42 #
Recital E a (new)
Ea. whereas there is no such thing as different skills by sex but there are gender differences in terms of choice and career development;
Amendment 46 #
Recital F a (new)
Fa. whereas opportunities of digitally- enabled training and skills development should be better explored and facilitated, for example online training for vulnerable groups or staff of SMEs requiring more flexible training provision in close cooperation with the responsible regional institutions and bodies;
Amendment 48 #
Recital F b (new)
Fb. whereas according to Eurofound, skills implications related to the deployment of digitally enabled business models, such as platform work, should be better explored and strategically addressed, be it tackling skills mismatches and deskilling or skills development such as for transversal and entrepreneurial skills;
Amendment 50 #
Recital F c (new)
Fc. whereas the important role played by workplace learning for skills utilisation and development has long been recognized, the ECS 2019 shows that only a minority of organisations coherently combines workplace practices that optimise skills use and support skills development;
Amendment 55 #
Paragraph 1
1. Welcomes the Commission Communication entitled ‘European Skills Agenda for sustainable competitiveness, social fairness and resilience’, which places skills at the heart of the EU policy agenda and ensures that the right to quality and inclusive training and lifelong learning for all and in all areas and sectors, enshrined in the European Pillar of Social Rights, becomes a reality across the Union; welcomes the 12 flagship actions set out in the Communication;
Amendment 56 #
Paragraph 1
1. Welcomes the Commission Communication entitled ‘European Skills Agenda for sustainable competitiveness, social fairness and resilience’, which places skills at the heart of the EU policy agenda and ensures that the right to quality and inclusive training and lifelong learning, enshrined in the European Pillar of Social Rights, becomes a reality across the Union; welcomes the 12 flagship actions set out in the Communication;
Amendment 58 #
Paragraph 1 a (new)
1a. Highlights the importance of access to training and re-skilling of workers in industries and sectors that need to undergo fundamental changes with a view to a green and digital transition; highlights that qualifications and certified competences provide added value to workers, improving their positions in the labour market and can be transferred in labour market transitions; calls for public policy on skills to be oriented to recognition, certification and validation of qualifications and competences; stresses that skills based compensation systems should be established in companies accessing public funds for upskilling workers and in agreement with workers representatives, as this system would ensure that there is a return in that public investment;
Amendment 60 #
Paragraph 2
2. Emphasises that close cooperation and exchange of best practices between all relevant actors involved in skills development in particular social partners and all levels of government, etc. is crucial to ensure that the workforce has the skills needed on the labour market; in this regard, highlights the need to collect up-to-date data and information regarding skills needs and demand on the labour market; supports the launch of the Pact for Skills, aiming to bring together all stakeholders which share the objective ofenhance companies’ actions for upskilling and re- skilling Europe’s workforce; calls for Local Pacts for Skills to better reach people from sectors hit the most by COVID-19 crisis and help them requalify to remain active in the labour market;
Amendment 71 #
Paragraph 3
3. Recalls that modernizing vocational education and training systems is key to prepare young people and adults for the green and digital transitions and to ensure that core age and older workers maintain and develop required skills to safeguard employability and extend working life and to contribute to the recovery from the COVID-19 pandemic; welcomes the Commission proposal for a ‘Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience’; stresses that VET programmes need to be targeted, providing learners with the skills set to become active and democratic citizens and to thrive in the labour market;
Amendment 79 #
Paragraph 3 a (new)
3a. Believes that apprenticeships can play an important role in this regard as they prepare young people for jobs that are in high demand, and can thus contribute to their sustainable integration into the labour market;
Amendment 84 #
Paragraph 4
4. Stresses the need to improve the system of skills anticipation to better identify emerging changes in skills needs, deliver training relevant for the labour market and minimise skills bottlenecks and skills imbalances with the involvement of social partners; welcomes in this respect the Commission’s proposed actions to improve skills intelligence; underlines that strengthening career guidance and equal access to information for students and adult learners can help reduce skills mismatches; emphasises the importance of integrated work between employment services and social services to identify and support people who have recently lost or are at the risk of losing their job;
Amendment 86 #
Paragraph 4 a (new)
4a. Welcomes the recommendation to Member States to strengthen early warning systems with the aim of identifying young people at risk of becoming NEETs; is convinced that preventive actions, such as skills assessments and career and vocational guidance, which focus on helping early school leavers into employment or education before they become unemployed, if appropriately conducted, and the provision of inclusive and non- discriminatory mainstream education could lead to a reduction in the number of NEETs in the longer term;
Amendment 97 #
Paragraph 5
5. Is of the opinion that recognition of training and the mutual recognition of qualifications will help to overcome skills shortages and skills mismatches and enable adults to obtain full qualification;
Amendment 114 #
Paragraph 6 a (new)
6a. Calls on the Commission to support the offer of training for workers in receipt of short-time work or partial unemployment allowances including via the SURE scheme and on Member States to offer suitable training measures for affected workers;
Amendment 115 #
Paragraph 6 b (new)
6b. Calls on employers to adapt workplace practices that capitalise on the skills of the workforce and supporting skills development through focus on the education of the next generation of managers on issues regarding the deployment of organisational practices leveraging skills utilisation and development, as well as on backing national governments and social partners in developing networks and support structures to advice organisations on the most suitable combination of workplace practices for their circumstances;
Amendment 118 #
Paragraph 6 c (new)
6c. Calls for the facilitation of recognition and portability of attainments in the field of non-formal and informal learning, including those developed in digitally-enabled employment forms such as platform work;
Amendment 119 #
Paragraph 6 d (new)
6d. Reminds the importance of a European legislative framework that has the aim of regulating telework conditions and the right to disconnect across the Union and ensure decent working and employment conditions in the digital economy driven by the acquisition of new skills;
Amendment 120 #
Paragraph 7
7. Calls for immediate and bold European and national and local measures to put digital skills at the heart of the education and training policies, making digital skills, IT tools and internet access available for all, improving digital skills of teachers and trainers and equipping schools, training institutions and universities with the technologies and the digital infrastructure necessary to allow for online and distance learning; supports the envisaged actions by the Commission as set out in the Skills Agenda and the Digital Education Plan 2021-2027;
Amendment 134 #
Paragraph 8 a (new)
Amendment 137 #
Paragraph 9
9. Stresses that the implementation of the Skills Agenda requires appropriate funding both on the European and national and local level; expects that the Multiannual Financial Framework 2021-2027 and Next Generation EU will provide for significant resources for skills development; recalls that the main competenceresponsibility for up- and reskilling lies with the Member States and companies and calls therefore on Member States to invest more in skills development and education budgets since important human capital investment is key to ensure sustainable competitiveness, social fairness and resilience; encourages companies to ensure up-reskilling and re-skilling their workforce and enhance provision of apprenticeship in line with the Quality Framework for Traineeships and European Framework for Quality and Effective Apprenticeships; calls in this regard on the Commission to review existing European instruments such as the Quality Framework for Traineeships and the European Framework for Quality and Effective Apprenticeships and to insert quality criteria for the offers, including the principle of fair remuneration for trainees and interns, access to social protection, sustainable employment and social rights; stresses that these criteria would ensure their the transition into stable, quality employment and helps to ensure gender-balanced opportunities for people across sectors, opportunities that offer long-term security, social protection and equal and decent working conditions, and that do not contribute to the creation of precarious employment;
Amendment 142 #
Paragraph 9 a (new)
9a. Calls on Member States to ensure the Just Transition Fund and ESF+ have sufficient funding and support integrated plans at local level to help upskilling and reskilling especially for the most vulnerable groups, including people at risk of becoming unemployed,- to ensure every person in vulnerable sectors can requalify and develop new skills to remain active in the labour market and benefit from the green and digital transitions;
Amendment 147 #
Paragraph 9 b (new)
9b. Calls for the establishment of paid educational leave policies in line with the ILO Paid Educational Leave Convention that allows workers to attend training programmes during work hours and at no personal cost in order to promote lifelong learning;
Amendment 155 #
Paragraph 10
10. Underlines the need for education and lifelong learning systems to be of high quality inclusive and accessible for all to promote social inclusion and equal opportunities; calls on the Commission and in particular the Member States to ensure equal access to quality education and to facilitate access to quality programmes for skills development for disadvantaged groups and vulnerable citizens; calls for the Member States to ensure support from social services to identify and reach those that are furthest from labour market; underlines the need for innovative local solutions to re-think how to address the skills gap and mismatch;
Amendment 165 #
Paragraph 10 a (new)
10a. Calls for the avoidance of stereotypes and gender stereotyping through training because it is linked to employability and creates a vicious circle, thus perpetuating a pronounced segregation of labour;
Amendment 167 #
Paragraph 10 b (new)
10b. Underlines that the main competence for up- and re-skilling lies with the Member States, in order to achieve the twin ecological and digital transitions, there is a real opportunity and benefit to developing a pan-EU high-tech skills One-Stop-Shop that coordinates best practice, industry-led high-tech up/re- skilling which is data driven for the determination of skills needs across the EU;
Amendment 169 #
Paragraph 10 c (new)
10c. Emphasises the need for investment in education and training and gender-sensitive recruitment and selection processes across private and public sectors, and particularly in future- oriented sectors such as STEM and the digital sector where women are underrepresented; highlights in that regard that discrimination on grounds of gender damages not only the individual but also society as a whole;
Amendment 170 #
Paragraph 10 d (new)
10d. Underlines that the important role of the EU instruments, such as Youth Guarantee, Erasmus Programme and European Solidarity Corps among others, in insuring the development of quality skills development and promotion of learning mobility opportunities;