42 Amendments of Mara BIZZOTTO related to 2017/2002(INI)
Amendment 1 #
Motion for a resolution
Citation 1
Citation 1
— having regard to Articles 6, 165, and 166 of the Treaty on the Functioning of the European Union (TFEU),
Amendment 2 #
Motion for a resolution
Citation 2
Citation 2
— having regard to the Charter of Fundamental Rights of the European UnionInternational Covenant on Economic, Social and Cultural Rights, and in particular Articles 146, 7, and 153 thereof, relating to the obligations of signatory states as regards the right to work, vocational training, and education,
Amendment 9 #
Motion for a resolution
Citation 6
Citation 6
Amendment 26 #
Motion for a resolution
Recital A
Recital A
A. whereas skills have a strategic importanceteaching of the fundamentals of learning and the acquisition of skills have a strategic importance for the integration of individuals into society, as well as for growth, innovation and social cohesion, and whereas the complexity of jobs is increasing across all sectors and occupations and there is inflation in relative skills demand, even for low-skilled jobs;
Amendment 31 #
Motion for a resolution
Recital B
Recital B
B. whereas many low-skilled jobs now require greater literacy, numeracyproficiency in the fundamentals of learning, that is to say, reading, writing, and arithmetic, and in other basic skills and even low-skilled jobs within the service sector increasingly include more demanding non-routine tasks (EC, 2016b);
Amendment 42 #
Motion for a resolution
Recital E
Recital E
E. whereas skills mismatches isare a worrying phenomenon affecting individuals and businesses, creating skill gaps and skill shortages, and isare one of the causes of unemployment17 ; whereas a further disastrous consequence of this problem is the brain drain, depriving not only rural and outlying areas, but also some Member States of all-important human and economic resources needed for their economic growth; _________________ 17 http://www.cedefop.europa.eu/en/events- and-projects/projects/assisting-eu- countries-skills-matching
Amendment 48 #
Motion for a resolution
Recital F
Recital F
Amendment 70 #
Motion for a resolution
Recital I
Recital I
I. whereas according to the latest PIAAC study by the OECD, about 70 million Europeans lack basic skills such as reading, writing and numeracymathematics, which represents an obstacle to those people finding a decent job and living standard; whereas education policy remains a matter for Member States, which should therefore be encouraged to lay greater emphasis on the teaching of basic skills within their national education systems;
Amendment 74 #
Motion for a resolution
Recital J
Recital J
J. whereas access to learning and training opportunities must be a right for everyoneguaranteed at every stage of life so that theyeveryone can acquire transversal skills such as, numeracy, digital and media literacy, the ability to read, write, and count, an understanding of history, civic awareness, a critical thinking faculty, social skills and relevant life skills;
Amendment 84 #
Motion for a resolution
Recital K
Recital K
K. whereas, nowadays, our education systems are facing a significant challenge as a result of the digital transformation, which is impacting teaching and learning processes and also has implications for many jobs as such, implying a need for national authorities to bring a long-term vision to bear, gauging research and innovation potential while assessing those fields in which businesses will need to be assisted during the transformation process in order to rule out the possibility that technology might develop at workers' expense;
Amendment 113 #
Motion for a resolution
Paragraph 1
Paragraph 1
1. WelcomesTakes note of the Commission communication entitled ‘A New Skills Agenda for Europe – Working together to strengthen human capital, employability and competitiveness’ adopted in June 2016;
Amendment 118 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Agrees with the focus on the need to upgrade the European education and training systems in line with the fast changing economic and societal environment; notes that, while skills needs are dynamic, the main focus of the skills package is the immediate needs of the labour market; highlighpoints in this respect the importance ofo the difficulty of developing a pan-European skills needs forecasting tool and lifelong learning with a view to adapting to new situations in the labour market; , given that, despite the convergence in some areas, the Member States do not at present have uniform labour markets and that certain skills are still associated with local or national traditional know-how, a fact which applies in particular to arts and crafts; also notes that, in view of that fact, not all skills can be outsourced and that the difference on that point should be cultivated in order to preserve the distinctive character and the cultural, social, and economic value of the sectors concerned;
Amendment 142 #
Amendment 151 #
Motion for a resolution
Paragraph 5
Paragraph 5
5. Encourages Member States to better match the skills with the jobs in the labour market and in particular, depending on the specific features of their education systems, to put in place dual systems18 which help people to be flexible in their education paths and later in the labour market; _________________ 18 A dual education system combines apprenticeships in a company with vocational education at a vocational school in one course.
Amendment 166 #
Motion for a resolution
Paragraph 7
Paragraph 7
7. Insists thaton the need to strike a balance between the central role of parents in bringing up children and, secondly, school education, which is not only a key factor in enhancing employability, but also ian combating social exclusionessential way of enabling every individual to find his or her place within society, and therefore believes that investing in skills and competences is crucial to tackling the high unemployment rate, especially among NEETs; recalls that a genuine estimation of future skills needs is paramount in this respectnational authorities have to have a long-term vision of education policy and of intrinsic economic and social needs; calls for a genuine estimate to be made to determine future skills needs;
Amendment 180 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. RegretNotes that whilst there is increased recognition of the potential of quality early education and care in reducing early school leaving and in laying a solid foundation for further learning, the Skills Agenda lacks a forward-looking regard into the earlier phases of educationthe family plays an essential and vital educative role, particularly in bringing up young children, thus helping young generations to tackle the many challenges that they are having to and will have to face, especially where early school leaving is concerned; suggests that the Member States ensure that the paramount importance of the family unit is reflected in ambitious family policies;
Amendment 186 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Insists on the need for immediate action to reverse the unacceptable situation of 70 million Europeans lacking basic skills; encourages Member States to pursue intergovernmental cooperation in this field so as to enable the exchange of information on tried and tested educational methods;
Amendment 207 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Stresses the need to strive for a more flexible and individual approach to career development and, while safeguarding against any form of job instability, for lifelong education and training across one’s personal career path, and recognises the role that both public and private parties can play in providing this, while recognising that guidance and counselling which address individual needs and focus on the evaluation and expansion of individual skills must be a core element of education and skills policies from an early stage;
Amendment 218 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Stresses that skills development must be a shared responsibility between the competent national authorities, education providers and employers; insists that the industry/employers should be involved in providing and training people with the necessary skills in order for businesses to be competitive and at the same time boost people’s self-confidence and their self-sufficiency at work;
Amendment 233 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Asks for concrete measures to be put in place in order to facilitate the transition of young people from education to work by ensuring quality internships and apprenticeships, giving young people the possibility of putting their talents into practice and have a set of rights and access to social protection; makes quite clear that these traineeships and apprenticeships should not become a back-door means of keeping young people in unstable employment;
Amendment 238 #
Motion for a resolution
Paragraph 14
Paragraph 14
14. Believes that, in order to anticipate future skills needs, the competent national authorities should cooperate with the social partners, and education and training, providers must be strongly involved at all level, chambers of craft industries, chambers of commerce and industry and all other equivalent organisations, in particular in designing, implementing and evaluating vocational qualification programmes, which providin order to ensure an effective transition from formal education to work-based learning;
Amendment 249 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Insists on the importance of Member States considering the various options for validating non-formal and informal learning to reach out and empower learners; recognises that this is particularly evident for disadvantaged groups, such as low-skilled adults who are in need of priority access to validation arrangementsyoung people with no qualifications, the long-term unemployed and low-skilled older people who are retraining; also stresses, in this respect, the potential added value of intergenerational knowledge and skills transfer;
Amendment 253 #
Motion for a resolution
Paragraph 16
Paragraph 16
16. Regrets that employers and formal education providers do not sufficiently recognise the value and relevance of skills, competences and knowledge acquired through non-formal and informal learning, such as voluntary or civic service work experience, through which participants acquire a range of cross-cutting skills such as decision-making abilities, group and financial management skills, etc.; suggests that in parallel the Member States consider ways of recognising the experience young people have acquired in serving their country through various activities (charity work, civic service, visiting the elderly, etc.);
Amendment 257 #
Motion for a resolution
Paragraph 17
Paragraph 17
17. Recognises that the lack of comparability and coherence between the validation approaches of EU countries represents an additional barrierdifferent EU Member States; considers it necessary to respect the specific characteristics of each education system so that the measures adopted in this field are suited to the different economic circumstances in the countries concerned, and hence that the actions undertaken correspond as closely as possible to the needs of learners on the ground;
Amendment 281 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Asks forSuggests that Member States which so wish validatione and recognitionse arrangements to be put in place by 2018 to ensure that the upskilling pathways are a success20 ; _________________ 20 Council Recommendation of 19 December 2016.
Amendment 293 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Insists on the need to incorporatefactor new technologies into the teaching and learning process in order to equip people with the right set of skills, competences and knowledge; points out, however, that digital changes do not detract from the paramount importance of teaching basic skills, including handwriting, which forms part of the acquisition of an individual's drafting and summarising skills and also constitutes acculturation, or in other words the taking-on by the individual of national cultural characteristics;
Amendment 304 #
Motion for a resolution
Paragraph 22
Paragraph 22
22. Welcomes the Commission’s proposal to urgeSuggests that Member States towhich so wish draw up comprehensive national strategies for digital skills; points out however that in order for these strategies to be effective, there is a need for strong pedagogical leadership from teachers at all levels of education;
Amendment 331 #
Motion for a resolution
Paragraph 23
Paragraph 23
23. Stresses the need to include elements of entrepreneurial learning at all levels of education, since instilling entrepreneurial spirit among the young at an early stage is an effective way of combating youth unemployment; points out that in order to do this the national authorities have the chance to cooperate closely with chambers of craft industries, chambers of commerce and industry and all other organisations of that type, so as to ensure that the apprenticeships tally both with the needs of the apprentices and with those of the enterprises and economic sectors concerned;
Amendment 342 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Urges active dialogue and cooperation between the university community and the world of work (especially in the form of cooperation between large companies and SMEs, which is key to combating unemployment) aimed at developing educational programmes which equip young people with the requisite skills and competences;
Amendment 363 #
Motion for a resolution
Paragraph 25
Paragraph 25
25. Reiterates the importance of vocational education and training (VET) for enhancing employability and clearing the pathway to professional qualifications for young people; calls on the Commission and the Member States to ensure that VET is made more relevant and is tailored to labour market needs (with these being regularly re-assessed in the form of a dialogue between enterprises, and particularly SMEs, and the competent authorities in the Member States) by making them an integral part of the education system, and to guarantee high qualification standards and quality assurance in this regard;
Amendment 369 #
Motion for a resolution
Paragraph 26
Paragraph 26
Amendment 384 #
Motion for a resolution
Paragraph 27
Paragraph 27
27. Stresses the need for the competent national authorities to work in close cooperation with VET institutions, chambers of trade and crafts, chambers of commerce and industry and any other equivalent local body in order to increase the attractiveness of VET by making sure that young people and their families have access to information on VET options or other future employment opportunities at local and national level;
Amendment 397 #
Motion for a resolution
Paragraph 28
Paragraph 28
28. Stresses that the upskilling of all teachers would be the prerequisite for the delivery of the Skills Agenda and that further effrequires an upgrading of the teaching profession, in particular by restoring its status and authority; strongly reaffirms that, unfortunately, teachers all too often find themselves having to replace parents in their role as educatorts and analyses have to be made in attracting talents to thiscalls on Member States to remedy this situation by restoring the family to the centre of the educational profcession and by encouraging a dialogue between schools and parents;
Amendment 417 #
Motion for a resolution
Paragraph 30
Paragraph 30
30. Calls on the Commission and the Member States to continue to make VET education and training more visible and to enhance its attractiveness; calls on the Commission to encouragesuggests that Member States to setestablish further targets to encourage work- based learning in VET programmes by relying on a productive dialogue with SMEs, which are best placed to communicate the requirements of the business world;
Amendment 428 #
Motion for a resolution
Paragraph 31
Paragraph 31
31. Calls on the Commission and the Member States to continue to focutake into account the new needs in terms onf digital skills, in particular the digital transformation of the economy and re- shaping the way people work and do business, and takes note of the Commission’s intention to focus on the positive aspects of this transformation via the EU e-skills strategy; stresses the need for a long-term assessment of all aspects of this transformation, both positive and negative, so that national authorities can implement ambitious strategies to support businesses and workers in this change;
Amendment 439 #
Motion for a resolution
Paragraph 32
Paragraph 32
32. Calls forSuggests that entrepreneurship education to be part of the curriculum in the Member States, according to their national priorities in this field, in order to develop an individual entrepreneurial mind-set in citizens;
Amendment 451 #
Motion for a resolution
Paragraph 33
Paragraph 33
33. CalReminds the Member States also onf the Commission in addition to develop a pan-European skill needs forecasting tool, which would make it possibleneed for them to develop a long- term vision, as far as possible, in order to estimate future skill needs and adapt them better to the jobs available on the labour market;
Amendment 466 #
Motion for a resolution
Paragraph 36
Paragraph 36
Amendment 475 #
Motion for a resolution
Paragraph 37
Paragraph 37
37. Calls on the Commission and Member States to make funding available in order to bridge the existing tefor Member States to be freed from the budgetary constraints imposed by the European Treaties and to be able to make the necessary investments in schnoological gap between educational institutions which are well equipped and those which are not infrastructure, in particular in order to meet the accessibility requirements for persons with disabilities, and for rural and remote areas to be targeted as a matter of priority, as part of the national strategies for skills, including digital skills;
Amendment 489 #
Motion for a resolution
Paragraph 39
Paragraph 39
39. WelcomesTakes note of the proposed revision of the key competences framework which offers a valuable reference and provides common understanding for the development of transversal skills; therefore callbut opposes the will expressed therein to standardise European education systems under the aegis onf the Commission to establish a link with the 2012 Council recommendation on validating non- formal and informal learning as well as reinforcing its impact on a national level, including in curricula and teacher training;; recalls that the European treaties make education a national competence and some trends in the Commission's communication cannot therefore be supported; maintains that failure to respect the principle of subsidiarity will have a counterproductive effect in the strategy for the acquisition of basic and transversal skills:
Amendment 494 #
Motion for a resolution
Paragraph 40
Paragraph 40
40. Asks the Commission to leave more flexibility to Member States to broaden their skills offer and toSuggests that Member States in their strategy take into account not only focus on basic skills in the framework of the upskilling pathways, in the context ofbut also the concrete needs at local, regnational and sectorial level (for example intercultural,, creative skills as part of training in craftsmanship or health, or family skills);
Amendment 507 #
Motion for a resolution
Paragraph 41
Paragraph 41
41. Calls on the Commission to establish a European Year of Adult Learning, which will help to raise awareness of the value of adult education across Europefurther on Member States to cooperate with each other in order to reflect on the problem of the brain drain and to propose joint initiatives and solutions to address this phenomenon, which deprives many rural areas and also some countries of the human and economic resources necessary for their development;