15 Amendments of Lambert van NISTELROOIJ related to 2017/2002(INI)
Amendment 3 #
Draft opinion
Paragraph 1
Paragraph 1
1. Welcomes the Commission proposals for actions to reduce disparity in education and disadvantages throughout the lifetime of a person, but draws attention to a number of administrative ‘bottlenecks’ which are slowing progress in attaining those objectives in relation to mobility, recognition of qualifications, alternative pathways to the teaching profession qualifications and the social dimension;
Amendment 7 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1 a. Recalls that Europe is at the forefront of knowledge, innovation and competitiveness and is among the best in the world in providing balance among employment, social security and business, but there is still significant room for improvement; underlines the importance of the dual system in education in matching the skills of the youth with labour market demands, but stresses that it is essential to strengthen the European education and training systems in all European regions and to increase the number of talents, innovators and researchers; underlines that the development of STEAM and STEM skills should be enhanced in primary school and at an earlier stage, where relevant;
Amendment 12 #
Draft opinion
Paragraph 1 b (new)
Paragraph 1 b (new)
1 b. Underlines that continuous and sustained efforts are needed to attract, support and retain talent and excellence within the teaching profession by ensuring that teachers and trainers have an appropriate working environment and are themselves kept up to date with the latest developments and an open-minded approach to the technological and societal changes; recalls that the Commission is investing in the eTwinning platform which has been beneficial to the exchange of practices and knowledge among teachers and notes that further efforts need to be undertaken in order to attract talents to the profession, including from other professions;
Amendment 15 #
Draft opinion
Paragraph 2
Paragraph 2
2. Calls, to that end, for the systematic use of the Internal Market Information System (IMI) in order to ensure better administrative cooperation and simpler and faster procedures for the recognition of professional qualifications and continuous professional development requirements of qualified professionals planning to work in another Member State, and to prevent discrimination of all kinds and to ensure a more favorable ecosystem for cross- border workers; calls on the Commission to analyse the need for Member States to swiftly adjust their national qualification of professions towards the changing needs and new emerging professions;
Amendment 18 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. States that it is important to go beyond the immediate needs of the labour market and focus also on those aspects of education and training that are able to drive innovation, entrepreneurship and creativity, shape sectors, create jobs and new markets, empower people (including the most vulnerable), enrich democratic life, and develop engaged, talented and active citizens; underlines that the addition of volunteering, internships and trainings to every course is key;
Amendment 20 #
Draft opinion
Paragraph 2 b (new)
Paragraph 2 b (new)
2 b. Welcomes the Commission's initiative to invite Member States to develop digital skills strategies by mid- 2017; without prejudice to the national competences in education, calls on Member States and the Commission to strengthen the digital skills agenda at all relevant education levels in order to ensure that Europeans from all ages, including youth and the elderly, as well as teachers, are fully ready to accept the challenges and opportunities of the digital economy, including cloud computing, big data, e-platforms and the collaborative economy; considers that, in order to have citizens with the skills for the jobs of the future, we have to ensure that the people teaching those skills are trained and confident with those same skills; notes that the number of educational projects that aim at up skilling workers under the European Fund for Strategic Investments (EFSI) can be increased;
Amendment 21 #
Draft opinion
Paragraph 3
Paragraph 3
3. Recalls that closing the skills gap and mismatches in the labour market and promoting opportunities for social mobility, including for vocational training and apprenticeships, is essential to ensure sustainable growth and jobs creation, in particular for SMEs and crafts; underlines that in the increasingly interconnected, culturally diverse, globalised national economies, openness to diversity and understanding of different cultures and attitudes is essential for effective collaboration and innovation;
Amendment 24 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Underlines that, while targeting adults with lack of qualifications and skills, we should involve the industry and especially SMEs in providing and training people on these necessary skills for the business to be competitive and the people to feel self-confident; underlines that businesses, and especially SMEs, are the ones providing the jobs of the future and therefore it is essential that they are involved in the education process and in the creation of the training programmes and tools; underlines, furthermore, that it is key that the talents created correspond to the needs of the business sector for human capital and reflect the influence on the labour market through automatisation and robotics; notes that the European Pact for Youth is a successful project for boosting business- education partnerships for youth employability and inclusion which aims at offering more quality apprenticeships and entry level jobs through partnerships with educational and training providers;
Amendment 26 #
Draft opinion
Paragraph 3 b (new)
Paragraph 3 b (new)
3 b. Urges the Commission and Member States to analyse further possible tailor made approaches for different categories per regional and/or national specificities in partnership with the industry but also with national and regional parliaments, scientists, civil society stakeholders such as artistic and cultural organizations, NGOs, and citizens' platforms; stresses the need for an optimised EU platform for discussion and exchange of experiences between all these actors; states that for instance the EU Youth portal could be used in order to communicate more clearly on all EU programmes related to skills, education and youth, and to provide a space for the exchange of best practices in the different Member States; underlines that effective collaboration between Member States in the field of education is key;
Amendment 27 #
Draft opinion
Paragraph 3 c (new)
Paragraph 3 c (new)
3 c. Notes that more attention should be paid to better bridge the cooperation between businesses and especially SMEs and educational and state authorities at different levels within the MSs to estimate the labour market needs of the future; stresses that in this respect creation of clusters could be helpful;
Amendment 32 #
Draft opinion
Paragraph 4
Paragraph 4
4. Calls on the Commission to provide significant support for the development of digital abilities, functional literacy and global competency (tolerance for diversity), in all age groups, irrespective of employment status, as a first step towards the better alignment of labour market shortages and demand and ultimately – to a peaceful Europe; to that end, encourages the Commission to increase the funding under Horizon 2020, fostering inclusive, innovative and reflective European societies to get the elderly, the unemployed and poorly educated, migrants, people in need of care, people living in remote or poorer areas, persons with disabilities, and the homeless, regardless of their origin, gender and family status to fully participate in society, e-society and the labour market;
Amendment 40 #
Draft opinion
Paragraph 5
Paragraph 5
5. Asks the Commission to come forward with a methodology for the recognition of the new digital professions and to make provision for appropriate funding for the new educational framework for digital skills as well as to come forward with a methodology for assessment of students' and learners' adequate learning outcomes on the core new skills; .
Amendment 41 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Calls on the Commission to provide significant support and funding mechanisms within the agreed MFF to foster social entrepreneurship and social innovation ventures for better skills, quality and an inclusive education for all.
Amendment 43 #
Draft opinion
Paragraph 5 b (new)
Paragraph 5 b (new)
5 b. Calls on the Commission to pay particular attention to broadening the access to skills development, recognition and validation for people of disadvantaged or segregated background; considers that boosting the role and the function of local Commission's Information centres and partners in small segregated communities is vital to reach people in serious need of opportunities for skills development; calls on the Commission to ensure that the Key Competences Framework takes into consideration the needs of this group for access to education and training opportunities.
Amendment 45 #
Draft opinion
Paragraph 5 c (new)
Paragraph 5 c (new)
5 c. Underlines that the REFIT programme is one of the successful tools to create and maintain more efficient and less bureaucratic regulatory framework, capable to help and setting up and developing companies and fostering their development.