3 Amendments of Sajjad KARIM related to 2010/2278(INI)
Amendment 1 #
Draft opinion
Paragraph 1
Paragraph 1
1. Firmly believes that the only way in which the social market economy can be preserved is through revitalising enterprise and in particular the small-business sector and having the same legislation, thereby producing legal certainty in the Member States for citizens and enterprises, preferably through regulations; considers that what is needed is broader horizons and a leap of the imagination on the part of the European Institutions;
Amendment 3 #
Draft opinion
Paragraph 2
Paragraph 2
2. Points out that, although the non- economic rights of persons who have exercised their single market rights are not covered by the Commission’s communication, the promised efforts to improve the existing situation as regards civil status documents would sit well with the Commission’s idea of introducing a European skills passport and a ‘Youth on the Move card’; particularly appreciates the idea of creatingthe allocation of a portion of the existing budget in the form of European student mobility loans to give more young Europeans, in particular the most disadvantaged among them, the opportunity to experience a period of study, training or job placement in another country; considers that the European Institutions can set a good example in this connectionregard by increasing the number and range of traineeships (stages) and abolishing the unpaid stage as discriminatory;
Amendment 7 #
Draft opinion
Paragraph 3
Paragraph 3
3. Emphasises the lack of direct communication with citizens and considers that the EU's representations in the Member States must be mandated to respond immediately to negative and misleading reports in the media by presenting the facts, thereby alsoshould make further efforts to provide information on European legislation, projects and programmes, together with promotingon of informed debate on European issues; further advocates the use of modern technology in the most extensive and imaginative forms, including role-playing videogames which young people can play in a competitive way at the European level (e.g. as part of an EU competition for schools), while at the same time learning and informing themselves about how the economy and order to provide interactive methods of learning which will be attractive to schools as a tool to help children learn about how the EU works;