Activities of Ilana CICUREL related to 2022/2207(INI)
Plenary speeches (1)
Fostering and adapting vocational training as a tool for employees' success and a building block for the EU economy in the new industry 4.0 (short presentation)
Shadow reports (1)
REPORT on fostering and adapting vocational training as a tool for employees’ success and a building block for the EU economy in the new industry 4.0
Amendments (32)
Amendment 2 #
Motion for a resolution
Citation 10 a (new)
Citation 10 a (new)
– Having regard to the European Parliament’s resolution of 16 February 2023 on an EU strategy to boost industrial competitiveness, trade and quality jobs (2023/2513(RSP));
Amendment 3 #
Motion for a resolution
Citation 12 a (new)
Citation 12 a (new)
– Having regard to the Osnabruck 2020 Declaration on vocational and education and training as an enabler of recovery and just transitions to digital and green economies of 30 November 2020;
Amendment 5 #
Motion for a resolution
Citation 21 a (new)
Citation 21 a (new)
– Having regard to the European Parliament’s resolution of 17 February 2022 on Empowering European youth: post-pandemic employment and social recovery 2021/2952(RSP);
Amendment 6 #
Motion for a resolution
Citation 25 a (new)
Citation 25 a (new)
– Having regard to the European Parliament’s resolution of 19 May 2022 on establishing the European Education Area by 2025 – micro-credentials, individual learning accounts and learning for a sustainable environment;
Amendment 7 #
Motion for a resolution
Citation 32 a (new)
Citation 32 a (new)
– Having regard to the Opinion of the European Economic and Social Committee entitled ‘Competence and skill development in a context of the dual green and digital transition’;
Amendment 10 #
Motion for a resolution
Citation 34 a (new)
Citation 34 a (new)
– Having regard to the European Parliament’s legislative resolution of 30 March 2023 on the proposal for a decision of the European Parliament and of the Council on a European Year of Skills 2023 (COM(2022)0526 – C9- 0344/2022 – 2022/0326(COD));
Amendment 16 #
Motion for a resolution
Recital A
Recital A
A. whereas education, training and skills policies are a competence of the Member States; whereas the EU plays an increasingly important role in supporting, coordinating and complementing the actions of the Member States;
Amendment 20 #
Motion for a resolution
Recital B
Recital B
B. whereas the future of work will require two types of change among workers: upskilling and reskilling;
Amendment 34 #
Motion for a resolution
Recital E
Recital E
E. whereas one77% of the reasons for the mismatch between supply and demand in the EU labour market is the inadequate vocational training of workers; EU companies report difficulties in finding workers with the necessary skills1a, whereas this skillsmismatch in the EU labour market have significant costs for economies, companies and individuals due to, among other thingsthe inadequate vocational training of workers; _________________ 1a https://commission.europa.eu/strategy- and-policy/priorities-2019-2024/europe- fit-digital-age/european-year-skills- 2023_en
Amendment 42 #
Motion for a resolution
Recital G
Recital G
G. whereas the European Year of Skills provides a new momentum to reach the objectives set out in the European Pillar of Social Rights (EPSR) Action Plan is to achieve a share of 60 % in adult learning by 2030; of at least 60 % of adults in training every year and at least 78% in employment by 20302a; _________________ 2a https://commission.europa.eu/strategy- and-policy/priorities-2019-2024/europe- fit-digital-age/european-year-skills- 2023_en
Amendment 55 #
Motion for a resolution
Recital K
Recital K
K. whereas the Fourth Industrial Revolution, which encompasses the full digitalisation of production processes, together with the rapid development of big dataongoing green and digital transitions of Union industry and the related labour market needs require investment in developing strong VET systems across the Union, promoting problem-solving skills and competences for new technologies, such as smart production and machinery, advanced robotics, cloud computing, artificial intelligence, data processing and the Internet of Things and increasing computing power, is shaping today’s labour and education marketsthat are at the heart of the Fourth Industrial Revolution;
Amendment 59 #
Motion for a resolution
Recital K a (new)
Recital K a (new)
Ka. Whereas digitalisation of work brings challenges and opportunities but is likely to result mainly in a dynamic reallocation of job tasks and a redesign of job content, therefore increasing upskilling and reskilling needs and tackling digital divides;
Amendment 62 #
Motion for a resolution
Recital K b (new)
Recital K b (new)
Kb. Whereas a reduction in the number of medium-skilled, medium-wage jobs can be observed in favour of an increase in low-paid, low-skilled jobs due to job automation;
Amendment 68 #
Motion for a resolution
Recital L
Recital L
L. whereas customer service, teamwork, problem-solving, management, including time management, critical thinking and digital/IT skills are also considered important transferable skills; whereas transferable skills are increasingly valued by employers as crucial for employmenttransversal skills are increasingly valued by employers as crucial for employment such as language and soft skills, critical thinking, entrepreneurship, creativity, intercultural competences, team work and media literacy;
Amendment 74 #
Motion for a resolution
Recital M a (new)
Recital M a (new)
Ma. Whereas the digital transition toward a 4.0 industry requires increasing basic digital skills for all workers but also digitalising existing skills and facilitating the acquisition of more advanced digital skills while ensuring their proper recognition across Member States ;
Amendment 75 #
Motion for a resolution
Recital M b (new)
Recital M b (new)
Mb. Whereas between 2020-21 six in ten EU+ workers undertook at least one formal or non-formal education and training activity to learn job-related skills3a; _________________ 3a CEDEFOP, Second European skills and job survey (ESJS2).
Amendment 83 #
Motion for a resolution
Recital P a (new)
Recital P a (new)
Pa. Whereas according to EU targets 75% of EU companies should be using cloud computing, AI and big data technologies and more than 90% SMEs should reach at least a basic level of digital intensity4a; _________________ 4a European Commission, Europe’s Digital Decade : digital targets for 2030 : https://commission.europa.eu/strategy- and-policy/priorities-2019-2024/europe- fit-digital-age/europes-digital-decade- digital-targets-2030_en
Amendment 88 #
Motion for a resolution
Recital Q
Recital Q
Q. whereas aligning curricula with the competences and skills expected by the market is among the main challenges facing education systems;
Amendment 106 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. Points to the need Emphasises that the European Parliament wishes for the European Union to become an educational power, urges therefore the smooth functioning of continuing vocational training for adults; European Commission and Member States to establish a European Vocational Education and Training Area (EVETA); insists on the urgent need for a functioning and attractive vocational training and education system that includes continuous learning, especially in the new industry 4.0 as a strategic investment to boost the EU economy, relying on the exchange of best practices existing in the Member States ;
Amendment 116 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. FeelStates that all adultseach person needs opportunities to develop, update and upgrade theirhis skills in order to keep up with the rapidly changing realities of work and succeed in theirhis personal and professional livesfe; stresses that this requires a systemic approach to lifelong skills development, supported by well- functioning and modern continuing vocationalvocational education paths across the European Union ; calls in this context the Commission and Member States to use the full potential of the European Year of skills to reinforce practices such as mentoring as a powerful tool to reduce educational and training (CVET) systemssocial inequalities especially when it comes to orientation and career reorientation;
Amendment 128 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Regrets that the three main factors hampering vocational training for adultworkers in companies are: a lack of recognition of VET as a path of excellence, employers’ belief that the available skills are sufficient and appropriate to the needs of businesses, the practice of recruiting new staff instead of retraining the current ones, and obstacles to the provision of training;
Amendment 132 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Stresses that CVET policy remains fragmented in many EU Member States; points out that the development of well- functioning CVET systems requires the development of systematic strategies to empower people and ensure sustainable economic competitiveness; recalls the complementary role of IVET in enabling people to engage in continuing training when combined with recognition and validation of prior learning since Member States need CVET as a tool to help people return to the labour market, change jobs or progress in their careers; calls Member States to establish clear incentives for workers, companies and training centres and set up awareness campaigns on CVET especially towards overqualified workers; calls on the Commission and Member States to work towards greater convergence between national systems on the base of best functioning practices; calls on Member States to further use the potential of EU financial resources such as RRF, the Just Transition Fund, ESF+ to implement measures towards the above purposes and for progress to be monitored under the European Semester.
Amendment 140 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Points out the importance of vocational education for individuals and groups with special needs, disabilities and learning differences ; stresses the need to develop a coordinated strategy and to provide vocational education and training opportunities for people in remote and rural areasin particular for older-aged, lower-educated people, women, people with disability as well as people in the Union's remote and rural areas employed in routine, manual and temporary semi- skilled and low-skilled occupations; highlights the important role played by regional and local authorities in that regard, particularly in border regions where finding workers with the right skills requires targeted measures in order to support effective cross-border labour markets; calls for VET policies to focus on the 13% of employed adults who do not use digital technologies at work and whose jobs tend to be more susceptible to technological automation in order to ensure the effectiveness of matching mechanisms in the EU labour market;
Amendment 148 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Draws attention to the potential of a personalised learning approach and need to focus on adults at an, individual level as well, including those who are least involved in education and training; calls for VET learning pathways to be flexible, learner-centred, and outcome oriented, and to give priority to the modularisation of qualifications, blended learning, school autonomy and have a careful balance between general, vocational and transversal competences while offering well-integrated guidance, validation arrangements and well-targeted training provision;
Amendment 160 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Stresses the need to improvNotes that labour market inclusion of young people not in employment, education or training (NEETs) and other vulnerable groups has become a major focus and cornerstone of high-quality VET, requiring specific transversal skills from teachers and trainers; recalls that transversal skills and competences are increasingly used in countries’ initial VET curricula; stresses the need to facilitate the 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 particular for the common recognition of soft transferable skills; transversal skills; recalls to this extent the growing importance of micro-credentials and individual learning accounts and urges Member States to progress in their implementation ; notes in that regard that 6 in 10 EU+ workers mainly did online education and training and that 69% of them earned an officially recognised qualification by national authority or other online certificate/digital online badge as visual token of person’s learning5a; points out the potential of alternative certifications such as micro credentials and digital badges towards the future integration of IVET and CVET; Calls for the Commission together with Member States to promote more efficiently the European Digital Competence Framework (DigComp 2.0) and further work on a European Digital Skills Certificate that can be accepted and recognized by different learning providers, education and training stakeholders and companies across the EU. _________________ 5a CEDEFOP, Second European skills and jobs survey (ESJS2).
Amendment 168 #
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 resources to ensuring that their employees are able to work with the latest technologies and in new organisational environments, as well as to prevent digital exclusion; Emphasizes the transformation of the workplace in VET as a place to acquire specific skills that cannot only be taught in a classroom and underlines the importance of workplace-based-learning; stresses the high relevance of dual education systems in that regard and encourages Member States to further develop them; therefore calls on companies to pay more attention to the role of education in the workplace; stresses that 76% EU+ adult workers undertook education and training was employer- sponsored6aand that according to the European Commission companies already finance 90% of the on-the-job training7a; encourages them to continue to dedicate a substantial part of their resources to ensuring that their employees are able to work with the latest technologies and in new organisational environments, as well as to prevent digital exclusion; _________________ 6a CEDEFOP, Second European skills and jobs survey (ESJS2). 7a European Commission, Adult learning statistical synthesis report, 2020 : https://ec.europa.eu/social/main.jsp?catId =738⟨Id=en&pubId=8337&furtherPubs=y es
Amendment 175 #
Motion for a resolution
Paragraph 10 a (new)
Paragraph 10 a (new)
10a. Recalls the fundamental role of teachers and trainers that work in parallel in VET institutions and companies can help tie the VET provision more closely to employers needs by bringing innovation to school and addressing the shortage of VET teachers; recalls that better cooperation between VET institutions and companies could efficiently address the shortage of VET teachers and bring VET curricula closer to employer needs; stresses the need for teachers and trainers to acquire new competences by having access to up-skilling and re-skilling opportunities; underlines that opening continuous professional development (CPD) courses delivered in VET schools to trainers and, conversely, offering in- company training to VET school teachers could be mutually beneficial in addressing their needs while associating them in the design of the curricula; calls on Member States and educational institutions to urgently invest and elaborate further their CPD strategies for VET teachers and trainers and provide them with better recognition;
Amendment 178 #
Motion for a resolution
Paragraph 10 b (new)
Paragraph 10 b (new)
10b. Recalls the need to create a European vocational and training area as an integral part of the EEA; underlines the key role played by the mobility of apprentices and VET students in that regard and the need to facilitate long-term mobility schemes, reducing the existing barriers to mobility ; calls on the Commission and Member States to work towards the creation of a European apprenticeship statute and the expansion of automatic mutual recognition of VET learning outcomes and study periods in another Member State; stresses the need for the EU and Member States to adopt strategies relying on a sector-specific approach and focusing on skills shortage and jobs that are crucial for the European Union’s industrial and economic autonomy; Calls for the European Centres of Vocational Excellence, the ALMA programme and the European alliance for apprenticeships (EAfA) to act as platforms and initiatives at the forefront of this strategy;
Amendment 180 #
Motion for a resolution
Paragraph 10 c (new)
Paragraph 10 c (new)
10c. Urges therefore the Commission and the Member States to use the European Year of Skills as a momentum to work on the development of a concrete and efficient vocational mobility framework8a; _________________ 8a As announced by Commissioner Nicolas Schmit in an hearing by the CULT committee on April 27th 2023.
Amendment 187 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Stresses that employers need to foster intergenerational links within the company and intergenerational learning between the young and old, and vice versa notably through mentoring;
Amendment 194 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Draws attention to the opportunities and challenges arising from the increasing number of third-country nationals in the EU, as a result, among other things, of the war in Ukraine; underlines the crucial role of VET systems and pathways as a major tool for the social and economic integration of third-country nationals, asylum seekers and refugees;
Amendment 197 #
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 by the green and digital transitions; recalls for instance the need of new competences in the field of renewable energies and the construction sector and calls on Member States to develop, along with VET centres, companies, regional and local authorities, curricula focused on occupations required to adapt the challenges of the green transition.