25 Amendments of Marianne VIND related to 2020/2243(INI)
Amendment 2 #
Draft opinion
Citation 2
Citation 2
— having regard to the European Pillar of Social Rights, in particular its principles 1, 4, 5 and 511,
Amendment 5 #
Draft opinion
Citation 2 a (new)
Citation 2 a (new)
— having regard to the Europe 2020 Strategy for smart, sustainable and inclusive growth,
Amendment 10 #
Draft opinion
Citation 2 b (new)
Citation 2 b (new)
— having regard to the Horizon Europe 2021-2027 funding programme,
Amendment 13 #
Draft opinion
Citation 2 c (new)
Citation 2 c (new)
— having regard to the NextGenerationEU,
Amendment 15 #
Draft opinion
Citation 2 d (new)
Citation 2 d (new)
— having regard to Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning (2018/C189/01),
Amendment 17 #
Draft opinion
Citation 2 e (new)
Citation 2 e (new)
— having regard to Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (2020/C 417/01),
Amendment 24 #
Draft opinion
Recital A
Recital A
A. whereas everyone has the right to inclusive and, accessible and affordable quality education, training and lifelong learning in order to acquire and maintain the skills that will enable them to develop their professional and personal potential to the fullest extent; , as stated amongst others in the Charter of Fundamental Rights of the European Union, in order to gain ownership of their life and be able to choose wich skills to acquire, maintain or develop to achieve their personal and professional goals and thereby fully participate in society and successfully manage the transition into the labour market;
Amendment 39 #
Draft opinion
Recital B
Recital B
B. whereas a qualified mobile workforce is key for a globally competitive economy that provides quality jobs; whereas people with low skills and qualifications are at greater risk of unemployment, poverty, and social exclusion; whereas the recognition of qualifications and learning periods is a crucial prerequisite for the free movement of learners, educators and the workforce within the EUnion;
Amendment 49 #
Draft opinion
Recital C
Recital C
C. whereas investing in education, training and the effective use of skills will be crucial for the EU’growth, innovation, social cohesion, as well as economic and social prosperity of the Union, particularly in the light of the green and digital transitions, demographic change and globalisation, which are changing the nature of work, the content of jobs and the skills and qualifications required;
Amendment 62 #
Draft opinion
Recital C a (new)
Recital C a (new)
C a. whereas in 2018, Member States investment average of 4.6% of total GDP on education 1a; _________________ 1a https://op.europa.eu/webpub/eac/educatio n-and-training-monitor-2020/en/
Amendment 67 #
Draft opinion
Recital C b (new)
Recital C b (new)
C b. whereas multilingualism and language skills are a key aspect of social inclusion and labour market integration;
Amendment 72 #
Draft opinion
Recital C c (new)
Recital C c (new)
Amendment 80 #
Draft opinion
Paragraph 1
Paragraph 1
1. Welcomes the Commission communication of 30 September 2020 entitled ‘Achieving the European Education Area by 2025’ (COM(2020)0625) which encompasses six dimensions – quality, inclusion and gender equality, the green and digital transitions, teachers and trainers, higher education and the geopolitical dimension – and a set of targets with the aim of improving outcomes and ensuring resilient and future- looking education systems as a strategic outline for a comprehensive policy for economic and social convergence, and calls on the Member States to set clear priorities to achieve a functioning and effective European Education Area by 2025;
Amendment 97 #
Draft opinion
Paragraph 2
Paragraph 2
2. Highlights the importance of ensuring inclusive and, accessible and affordable quality education, and promoting lifelong learning, including vocational education and training (VET), and non-formal and informal competences as well as providing flexible pathways to learning for all across the Union, to ensure equal opportunities in the labour market; welcomes, in this context, the development of a European approach to micro- credentials and individual learning accounts with a view to ensuring up- and reskilling and qualifications for all; calls, in this regard, for the full recognition of vocational education and training in line with the Council recommendation on vocational education and training;
Amendment 115 #
Draft opinion
Paragraph 3
Paragraph 3
3. Underlines that basic and cross- cutting skills, up- and re-skilling and lifelong learning are vital for sustainable growth, productivity, investment and innovation, and are therefore key factors for the competitiveness of businesses, especially small and medium-sized enterprises (SMEs). In this respect reminds that education policies are intrinsically linked to other EU policies and synergies need to be ensured with inter alia the European Pillar of Social Rights and the related action plan, the New Industrial Strategy for Europe, the New Skills Agenda and the European Digital Strategy;
Amendment 121 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Stresses the necessity to attract, recruit and retain a qualified workforce; considers education and training, including VET and Technical and Vocational Education and Training (TVET), in future-oriented sectors, skills and competences, to be essential to support the shift to sustainable production and services; recalls in this context the responsibility of the private sector regarding investment in VET and personalized lifelong learning as well as decent working and employment conditions;
Amendment 134 #
Draft opinion
Paragraph 4
Paragraph 4
4. Calls on the Commission and the Member States to facilitate and promote transparent mobility through the full implementation of the Professional Qualifications Directive1 , and better use of tools such as the European Employment Services (EURES) job mobility portal, the Europass online platform and the European Skills, Competences, Qualifications and Occupations (ESCO) classification system; highlights, in this context, the need to improve the recognition of third-country nationals’ competences on the Union’s labour markereiterates its call for to the recognition of non-formal and informal competencies, based on defined criteria facilitating individual learning paths as well as further developing the European Student Card; calls for encouraging young people to also improve their competences with soft skills, due to their importance for personal development; _________________ 1Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications, OJ L 255, 30.9.2005, p. 22.
Amendment 143 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4 a. Stresses the need to improve the recognition of skills of third-country nationals in order to facilitate their access to education and to quality employment in the Union, through simplification and acceleration of recognition and validation processes; underlines that specific attention should be paid to migrants in this context, also with the aim of social inclusion, as well as to victims of multiple discrimination, such as migrant women or third country nationals with disabilities;
Amendment 146 #
Draft opinion
Paragraph 4 b (new)
Paragraph 4 b (new)
4 b. Emphasises that in addition to the European graduate tracking initiative it is necessary to monitor and gather information on emerging skills trends and developments, in order to facilitate the digital and green transition and to respond to their subsequent effects on the labour market;
Amendment 151 #
Draft opinion
Paragraph 5
Paragraph 5
5. Stresses the opportunities created by digital work to achieve the inclusion of all in the labour market; highlights, in this regard, the need to provide access to high- speed internet, high-quality software and digital equipment for all as a necessary precondition for the development of digital skills, as well as competences in science, technology, engineering and mathematics (STEM), and through a common framework; emphasises the importance of acquiring cross-cutting soft skills such as critical thinking, creativity, media literacy and entrepreneurship, tofor everyone; underlines that special attention must be paid to the inclusion of disadvantaged groups in this context, in particular persons with disabilities also trough facilitation of individual learning paths;
Amendment 153 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Underlines the importance of ensuring that teachers and educators receive appropriate, flexible, high-quality training with a special focus on digital literacy and digital skills, to improve and develop specific digital competences throughout their careers; stresses in this regard the importance of providing financial support for training courses designed for teachers and educators; recalls that training courses should also take into account the multicultural and multilingual environments in which teachers and educators work;
Amendment 162 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Highlights the importance of improving and encouraging TVET paths;
Amendment 163 #
Draft opinion
Paragraph 5 c (new)
Paragraph 5 c (new)
5 c. Stresses the need for enhanced language teaching and learning; recalls that language learning is an important factor shaping a person's professional development and is also essential for the successful social inclusion of migrants and their access to education and the labour market;
Amendment 164 #
Draft opinion
Paragraph 5 d (new)
Paragraph 5 d (new)
5 d. Calls on Member States to ensure decent remuneration for trainees and apprentices, especially for in work-based learning; calls on social partners to conclude specific collective agreements in this regard;
Amendment 168 #
Draft opinion
Paragraph 6
Paragraph 6
6. Regrets the persistent gender employment and pay gap; highlights, in this regard, the need to tackle gender stereotypes and to increase and support women’s representation in education, training and employment in STEM subjects and occupations. ; stresses that it is essential to create a positive and inclusive learning and working environment and to counter unconscious bias and gender stereotypes with respect to subject and career choices; recalls the responsibility of the private sector in this regard; emphasises the importance of integrating gender equality as a horizontal topic in educational curricula;