Activities of Tatjana ŽDANOKA related to 2020/2243(INI)
Shadow opinions (1)
OPINION on the European Education Area: a shared holistic approach to education, skills and competences
Amendments (13)
Amendment 23 #
Draft opinion
Recital A
Recital A
A. whereas everyone has the right to inclusive and 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; whereas the right to receive education and training in the mother tongue, including regional languages, has to be respected even during the COVID19 pandemic, especially in early education years;
Amendment 40 #
Draft opinion
Recital B
Recital B
B. whereas a qualified mobile workforce is key for a globally competitivsustainable economy that provides quality jobs and improves the well-being of society; whereas the recognition of qualifications and learning periods is a crucial prerequisite for the free movement of learners, educators and the workforce within the EU;
Amendment 51 #
Draft opinion
Recital C
Recital C
C. whereas investing in education, training and the effective use of skills, including soft-skills, will be crucial for the EU’s economic and social prosperity, 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 55 #
Draft opinion
Recital C a (new)
Recital C a (new)
C a. whereas the pandemic represents an opportunity to rethink the future of education and training towards the creation of a more resilient, inclusive educational system that better prepares learners and a workforce capable of responding to the needs of future of the planet and the multiple global challenges of today; whereas the European Green Deal recognises the role of schools, training institutions and universities in enacting the changes needed for a successful Green transition;
Amendment 105 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2 a. Underlines that the post-pandemic recovery and revitalisation of the European education policy has to be interconnected with social challenges and the Green and digital transitions, calls on the Commission and in particular the Member States to ensure equal access to quality education and to facilitate access to skills development for all, regardless of gender, racial, ethnic ar social origin, language, religion or belief, disability, age or sexual orientation, and including low- qualified/skilled adults and people with a migrant background; encourages the involvement of various educational stakeholders at local or regional level, in particular social services, civil society and non-formal education;
Amendment 117 #
Draft opinion
Paragraph 3
Paragraph 3
3. Underlines that basic and cross- cutting skills, up- and re-skilling and lifelong learning in the context of the Green Deal and the Just Transition 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);
Amendment 123 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Welcomes the Commission Communication on achieving the European Education Area by 2025; as of the opinion that the mutual recognition of trainings, volunteering programs, learning outcomes, qualifications and diplomas at all education levels, and progress in the recognition and validation of non-formal and informal learning, will help to overcome skills shortages and skills mismatches and enable adults to obtain full qualification;
Amendment 125 #
Draft opinion
Paragraph 3 b (new)
Paragraph 3 b (new)
3 b. Emphasises that close cooperation and exchange of best practices between all relevant actors at local, regional, national and European level, involved in skills development is crucial to ensure that everyone can acquire the skills needed on the labour market and in society at large; supports the launch of the Pact for Skills, aiming to bring together all stakeholders which share the objective of upskilling and re-skilling Europe’s workforce; calls to put in place 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; calls on companies to ensure up- /reskilling their workforce and enhance the provision of apprenticeships in line with the European Framework for Quality and Effective Apprenticeships;
Amendment 133 #
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, EU Skills Profile Tool for Third Country Nationals, and ENIC-NARIC networks; highlights, in this context, the need to improve the recognition of third-country nationals’ competences, qualifications & skills on the Union’s labour market; _________________ 1Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifistresses the European Union’s role in coordinating and complementing Member States’ action in the field of educations, OJ L 255, 30.9.2005, p. 22.training and skilling;
Amendment 149 #
Draft opinion
Paragraph 5
Paragraph 5
5. StressWelcomes the opportunities created by digital work to achieve the inclusion of allisation to improve inclusiveness in the labour market; highlights, in this regard, the need to ensure digital public services are safe, inclusive by design, develop digital literacy courses, and provide access to the development of digital skills, as well as competences in science, technology, engineering and mathematics (STEM) especially for women and marginalised groups where their representation is minor, and cross- cutting soft skills such as critical thinking, creativity and entrepreneurship, to everyone; highlights that preserving in- person learning is key for the development of soft-skills, and technology must only be complementary; underlines that special attention must be paid to the inclusion of disadvantaged and vulnerable groups in this context, in particular persons with disabilities, migrants and minority groups, including national minorities;
Amendment 159 #
Draft opinion
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Stresses that the digitalisation of education and work must only be complementary to face-to-face learning and working routine, and not a replacement of it;
Amendment 169 #
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 women’s representation in education, training and employment in STEM subjects and occupations.; notes that future framework should integrate an intersectional perspective, which pays specific attention to multiple forms of discrimination and different experiences women from racial and ethnic minority backgrounds face, particularly in predominantly women-employed sectors e.g. healthcare, domestic and care work;
Amendment 176 #
Draft opinion
Paragraph 6 a (new)
Paragraph 6 a (new)
6 a. Emphasises, the need for a structured dialogue and consultation of stakeholders, including public authorities at local, regional, national and European level, economic and social partners, employers, and diaspora networks when considering the future development in education;