7 Amendments of Karima DELLI related to 2015/2327(INI)
Amendment 12 #
Draft opinion
Paragraph 1
Paragraph 1
1. Considers that Erasmus+ iscan be one of the key drivers of growth,the European integration as well as of inclusive and sustainable growth, quality employment, competitiveness and social cohesion in thatwhenever it contributes to improving European education and training systems and eimployability, androve labour market opportunities for the individual, and whenever it provides Europeans with an opportunity to acquire transversal and transferable sets of skills and competences via studies, training and work experience abroad;
Amendment 35 #
Draft opinion
Paragraph 2
Paragraph 2
2. Highlights the fact that inclusive quality vocational education and training (VET) and VET mobility play a vital economic and social role in Europe as a mechanism which can leading to equal opportunities for all citizens, including those from socially disadvantaged groups, unemployed young people, migrants and women, who are all under-represented in VET; stresses that VET under Erasmus+ should focus on targeting especially under-represented and/or vulnerable groups; suggests that a major focus on low-qualification beneficiaries is made, in order to increase their participation to VET mobility programs and thereby improve the outreach of the programs; calls on the Commission and the Member States to positiostrengthen VET as a choice which could leads to a promising career, make itgood working biography, make it available, affordable and accessible to all, ensure gender balance and non- discrimination, and guarantee that it is not only adequately funded; but also that professions which can be entered after VET provide for a decent living income and are not considered as low-skilled;
Amendment 54 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Stresses that Erasmus and Leonardo previously mainly addressed young people of higher skills and with better labour market access options and fell short in targeting the most vulnerable; points to the EU target to decrease early school leaving and poverty; stresses that early school leavers, a high risk group for poverty and unemployment, should be strongly targeted by Member States in implementing Erasmus+; stresses that programs for early school leavers cannot be the standard mainstream VET or exchange programs but should focus on their specific needs, on easy access and uncomplicated funding hand in hand with informal or non-formal learning environments;
Amendment 68 #
Draft opinion
Paragraph 3
Paragraph 3
3. Considers the quality and positive effects of such mobility programmes also depend on measures supporting social and cultural next to language integration as this will foster people's participation in society and will improve their working and living conditions; calls on the Commission to work with the Members States on stronger cooperation between education establishments and key stakeholders (youth representatives and organisations, actors from learning institutions, businesses, VET facilities, research organisations, social and solidarity economy, social partners, local/regional authorities and the youth sector) in order to enhance the responsiveness of the education and VET systems to labour market needthe needs of job seekers, learners and workers, and to guarantee that this cooperation is reflected in Erasmus+; believstresses that active involvement of beneficiaries, including student representatives in the design and implementation of the programme increases its viability, success and added value; stresses that VET should never become or be considered a low-paid workforce substitute for companies;
Amendment 77 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Calls on the Commission to present and the Member-States to endorse a proposal for an EU Apprenticeship status and scheme to guarantee a set of rights for those apprentices and VET learners who make use of their right to free movement, so as to ensure that their efforts are recognized and their rights are protected;
Amendment 87 #
Draft opinion
Paragraph 4
Paragraph 4
4. Stresses that, despite clear improvements in recognition and validation systems in education and VET, problems still persist due to the European Qualifications Framework (2008/C111/01), problems still persist; calls on Member-States to improve implementation on the ground and remove remaining barriers; calls for specific targets such as the implementation of a fully operational credit transfer system and recognition, and for validation of competences acquired through non-formal and informal learning.; calls on the Commission, the Parliament and the Council to strengthen the framework from currently a recommendation to a legally stronger instrument as any non- recognition of competences negatively impacts on the EU2020 employment and social targets and hinders free movement as enshrined in the Treaties;
Amendment 95 #
Draft opinion
Paragraph 4 a (new)
Paragraph 4 a (new)
4a. Highlights that non-formal adult education and learning promotes basic skills and soft skills such as social and civic competences that are relevant for the labour market as well as well-being at work and a good work-life balance; points out that non-formal adult education and learning plays a crucial role in reaching out to disadvantaged groups of society and helping them develop skills that support them in entering the labour market and finding a sustainable and quality job, or improving their employment situation as well as contributing to a more democratic Europe;