Activities of Malika BENARAB-ATTOU related to 2012/2045(INI)
Shadow opinions (1)
OPINION on Education, Training and Europe 2020
Amendments (18)
Amendment 3 #
Draft opinion
Paragraph 1
Paragraph 1
1. Stresses the importance of investing in learning to meet the Europe 2020 targets and to strengthen European competitiveness, and urges Member States, despite budgetary consolidation processes, to improve access to lifelong learning (LLL) for all despite budgetary consolidation processesand in particular for the long-term unemployed and for young people who are not in education, employment or training (NEET);
Amendment 9 #
Motion for a resolution
Recital E
Recital E
E. whereas the implementation of the Europe 2020 strategy is based on a plan for economic growth primarily based on knowledge and innovation is needed to make the EU emerge out of the actual crises, and it is important to implement the EU 2020 strategy framework in order to get through this crucial periodand education is one of its priorities;
Amendment 11 #
Motion for a resolution
Recital G
Recital G
G. whereas inadequatesufficient language knowledge continues to be an enormous obstacle to learning mobility;
Amendment 16 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Calls for greater efforts to establish and implement a European system for the certification and recognition of qualifications formal and non-formal learning so as to improve national and cross-border mobility on the labour market;
Amendment 16 #
Motion for a resolution
Recital H
Recital H
H. whereas LLL should genuinely mean lifelong within the actual demographic context; whereas further consideration should be given to the prospects of the older people, starting with high-quality pre-school education and extending to the higher age bands;
Amendment 20 #
Motion for a resolution
Recital I
Recital I
Amendment 22 #
Draft opinion
Paragraph 3
Paragraph 3
3. Underlines the need for educational and vocational guidance to help learners, trainees and workers identify the education and training path best suiting their inclinations and interests, and recognises that the anticipation of labour market trends can be very useful for all those involved in order to better target their actions and make informed choices; stresses the need to encourage the acquisition of qualifications and training in new sectors likely to offer sustainable and high-quality jobs, such as the sectors linked to a sustainable, inclusive economy, environmental transition and information and communication technologies;
Amendment 28 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Stresses the essential role played by public employment services in carrying out policies to support and advise jobseekers, in particular as regards assistance in seeking employment or training; emphasises that a larger number of these jobseekers must receive adequate training which facilitates their return to the labour market, and therefore urges Member States to make the necessary resources available;
Amendment 31 #
Draft opinion
Paragraph 4
Paragraph 4
4. Regrets the reduced funding for education and the lack of training placements offered by enterprises owing to the crisis; urges the Commission to define minimum standards that encourage the provision and completion of high-quality traineeships and to adopt a proposal on the European Quality Framework for Traineeships as soon as possible;
Amendment 35 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Urges Member States to implement the ‘guarantee for young people’ by taking specific, practical measures at national level, accompanied by adequate financial support, to guarantee that young people have decent work or can pursue studies or engage in further training in the four months after they leave school;
Amendment 35 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Asks Member States to prioritise expenditures in education, research and innovation that are considered to be investments for the future growth, but at the same time ensuring the added value of such investmentand the pursuit of economic balance;
Amendment 37 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Asks Member States to prioritise expenditures in education, research and, innovation and linguistic and cultural diversity that are considered to be investments for future growth, but at the same time ensuring the added value of such investment;
Amendment 49 #
Motion for a resolution
Paragraph 7
Paragraph 7
Amendment 50 #
Draft opinion
Paragraph 6 a (new)
Paragraph 6 a (new)
6a. Draws attention to the need for the skills acquired through voluntary service to be officially recognised, both professionally and in terms of education, in order to strengthen the vital links between non-formal learning and formal education;
Amendment 60 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Regrets that the Commission Communication on ‘Education and Training in smart, sustainable and inclusive Europe’ does not give adequate coverage to the issue of early school development, particularly its linguistic dimension; believes that this stage in education should be seen as the most crucial for the individuals’ future educational attainment and development;
Amendment 67 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Highlights the need for the acquirement of language skills since itfrom a very early age, covering not only the official languages of the EU but also regional and minority languages spoken in the EU, since these enables people to be more mobile and promote intercultural exchange;
Amendment 89 #
Motion for a resolution
Paragraph 18
Paragraph 18
18. Recognises that it may be the case that thee positive impact on society in general of the activities of older that people get, the more likel, promoted by their participation in education and training activities, will behich are carried out for personal fulfilment or social contact;
Amendment 103 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Encourages Member States to consider the possibility of introducing smalla wider system of grants for pre-university students from poorer backgrounds to encourage them to stay in education;