Text · Amendment list
Boosting skills in the Union – opportunities for vocational education and training in times of transition
Document EMPL-AM-790034 · 2026/2070(INI)
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- Amendment list EMPL-AM-790034
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- 22 June 2026
- Committee
- Committee on Employment and Social Affairs
- Dossier
- 2026-2070
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- 2026/2070(INI)
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| Motion for a resolution | Amendment |
|---|---|
| – having regard to Articles 6, 41, 156 and 166 of the Treaty on the Functioning of the European Union, |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| – having regard to the European Pillar of Social Rights and in particular Principle 1 on the right to quality and inclusive education, training and life-long learning; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| – having regard to its resolution of 11 July 2023 on fostering and adapting vocational training as a tool for employees’ success and a building block for the EU economy in the new industry 4.0 (2022/2207(INI); |
| Motion for a resolution | Amendment |
|---|---|
| Aa. Whereas in 2025 the share of young people aged 15 to 29 neither in employment nor in education or training (NEET) in the EU stood at 11.0%; whereas vertical skills mismatch remains a persistent challenge across the Union, with an average over-qualification rate of 22% among employed persons with tertiary education, rising above 30% in several Member State labour markets; whereas this phenomenon coexists with a significant structural skill gap, whereby 80% of SMEs report difficulties in finding profiles with the required skills; |
| Motion for a resolution | Amendment |
|---|---|
| Aa. whereas in some Member States, the rapid expansion of tertiary education has been accompanied by increasing levels of overqualification and credential inflation, whereby degrees are increasingly used as screening mechanisms for occupations that do not necessarily require tertiary-level competences; whereas this trend risks undervaluing vocational education and training despite its proven contribution to employment, productivity and skills development; |
| Motion for a resolution | Amendment |
|---|---|
| Aa. whereas the Draghi Report on the future of European competitiveness warns that Europe’s long-term productivity and competitiveness are constrained by structural weaknesses, including insufficient investment in skills, education, and human capital, and emphasises that closing the innovation and skills gap is essential for sustaining Europe’s economic model in the face of global competition; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| Aa. whereas the importance of vocational education and training (VET) and in particular the upskilling and reskilling of workers will further increase, not least due to the digital and green transitions; whereas the digital and green transitions can only become a success if workers are provided with the necessary skills and competences; |
| Motion for a resolution | Amendment |
|---|---|
| Aa. whereas the Union has competence to carry out actions to support, coordinate or suplement the actions of the member states in the area of education and vocational training; |
| Motion for a resolution | Amendment |
|---|---|
| Ab. whereas the Commission shall encourage cooperation between the Member States and facilitate the coordination of their action in matters relating to basic and advanced vocational training, in order to promote employment, improved living and working conditions; |
| Motion for a resolution | Amendment |
|---|---|
| Ac. whereas, in order to encourage cooperation between the Member States and facilitate the coordination of their action in matters relating to basic and advanced vocational training, the Commission shall act in close contact with Member States by making studies, delivering opinions and arranging consultations both on problems arising at national level and on those of concern to international organisations, in particular initiatives aiming at the establishment of guidelines and indicators, the organisation of exchange of best practice, and the preparation of the necessary elements for periodic monitoring and evaluation, keeping the European Parliament fully informed and consulting the Economic and Social Committee before delivering such opinions; |
| Motion for a resolution | Amendment |
|---|---|
| Ad. whereas content and organisation of vocational training is a national competence; |
| Motion for a resolution | Amendment |
|---|---|
| Ae. whereas Union action in matters related to vocational training shall aim to facilitate adaptation to industrial changes, improve initial and continuing vocational training in order to facilitate vocational integration and reintegration into the labour market, facilitate access to vocational training and encourage mobility of instructors and trainees and particularly young people, stimulate cooperation on training between educational or training establishments and firms and develop exchanges of information and experience on issues common to the training systems of the Member States; |
| Motion for a resolution | Amendment |
|---|---|
| B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; | B. whereas the EU is experiencing a growing demand for vocational professions driven by industrial reshoring, strategic autonomy objectives, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; |
| 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. | 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. |
| Motion for a resolution | Amendment |
|---|---|
| B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; | B. whereas the EU is experiencing a growing demand for vocational professions driven by the current transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; |
| 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. | 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. |
| Motion for a resolution | Amendment |
|---|---|
| B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; | B. whereas the EU is experiencing a growing demand for vocational professions driven by industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; |
| 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. | 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. |
| Motion for a resolution | Amendment |
|---|---|
| B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; | B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas boosting skills must not be reduced to satisfying immediate labour-market demand alone, but should also equip people with the competences needed to think critically, adapt to change, participate fully in society and exercise active citizenship; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; |
| 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. | 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. |
| Motion for a resolution | Amendment |
|---|---|
| B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; | B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; whereas Cedefop also highlights that AI is reshaping labour demand in ways that strengthen and revitalise vocational occupations1a |
| 1a https://www.cedefop.europa.eu/en/news/reverse-gear-how-ai-bringing-vocational-occupations-back | |
| 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. | 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; | B. whereas the EU is experiencing a growing demand for vocational professions driven by the green and digital transition, industrial reshoring, infrastructure investment and demographic change; whereas labour-market intelligence shows acute and persistent shortages in VET-intensive sectors; whereas Cedefop’s skills forecast projects that, by 2035, 60 % of all job openings will require up to medium-level qualifications4 , the level most commonly provided through VET pathways; whereas VET plays a key role in supporting access to quality employment and career development opportunities; |
| 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. | 4 European Centre for the Development of Vocational Training (Cedefop), ‘Skills Forecast’, https://www.cedefop.europa.eu/en/tools/skills-forecast. |
| Motion for a resolution | Amendment |
|---|---|
| Ba. Underlines that skills policy must be a core component of industrial policies of Member States and competitiveness, rather than a mere social add-on; calls for a strategic, future-oriented approach to VET; emphasizes the urgent need to revise VET curricula using granular skills intelligence to better align education with the needs of the labour market and strategic sectors; urges the development of a coordinated approach of Member States to the system of certification for acquired skills that is flexible, granular, and less reliant on formal education attainment, recognizing diverse learning pathways and work-based learning; further encourages the introduction of effective incentives for employers, such as tax benefits or training vouchers, to support workforce upskilling and address capacity constraints in training provision in the age of Artificial Intelligence in accordance with the Draghi Report. |
| Motion for a resolution | Amendment |
|---|---|
| Ba. Whereas VET contributes not only to labour market participation and skills development, but also to social cohesion, democratic engagement and resilience among young people; whereas VET institutions often serve as trusted and inclusive learning environments, particularly in urban and disadvantaged regions where young people may be at greater risk of social exclusion, disengagement from civic life, radicalisation or polarisation; whereas strengthening VET can therefore contribute to fostering active citizenship, inclusion and societal resilience across the Union; |
| Motion for a resolution | Amendment |
|---|---|
| Ba. whereas labour shortages are often linked not only to skills gaps but also as a result of low wages, precarious working conditions, unsafe or unattractive working conditions, limited career progression and lack of collective bargaining coverage; whereas improving job quality, workers’ rights and decent pay is therefore essential to improving the attractiveness of vocational professions |
| Motion for a resolution | Amendment |
|---|---|
| Ba. whereas, according to Eurofound’s European Working Conditions Survey 2024, only 44% of European workers feel they have enough opportunities to use their already existing skill set at work, and only 33% of workers in elementary occupations say they have enough opportunities to use their skills, as compared to 54% of managers and professionals; |
| Motion for a resolution | Amendment |
|---|---|
| Ba. whereas an effective coordination of efforts in the sphere of vocational training should be made within the framework of the common agricultural policy; |
| Motion for a resolution | Amendment |
|---|---|
| Bb. whereas there is both a lack as well as a growing demand for jobs implying practical manipulation such as carpenters, electricians, plumbers, etc.; whereas these professions are essential for society and economy; whereas their lack provokes a higher price for those services, making them inaccessible, such as those in the building sector, both for new construction or renovation; |
| Motion for a resolution | Amendment |
|---|---|
| Bb. whereas the European Pillar of Social Rights sets the goal that at least 60% of all adults should be participating in training every year by 2030 and whereas the current adult participation rate is only 37% according to the most recent Eurostat data. |
| Motion for a resolution | Amendment |
|---|---|
| Bc. whereas it is necessary to support self-employment, as most of vocational professions are self-employed; whereas in several Member States, the working conditions of the self-employed are less secure and at a disadvantage in comparison to other types of employment; |
| Motion for a resolution | Amendment |
|---|---|
| Bc. whereas learner and teacher wellbeing is a crucial factor for the quality, outcomes, inclusiveness and attractiveness of VET; |
| Motion for a resolution | Amendment |
|---|---|
| Bd. whereas growing shortages of VET teachers and trainers threaten the future quality, inclusiveness and attractiveness of VET in Europe; and whereas the attractiveness, social recognition, remuneration and working conditions of the VET teaching profession are essential for recruiting and retaining qualified teachers and trainers; |
| Motion for a resolution | Amendment |
|---|---|
| C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical developments, supply-chain disruptions and the green and digital transition demonstrate the necessity of investing substantially in VET; | C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical development and, supply-chain disruptions demonstrate the necessity of investing substantially in VET; |
| Motion for a resolution | Amendment |
|---|---|
| C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical developments, supply-chain disruptions and the green and digital transition demonstrate the necessity of investing substantially in VET; | C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical developments, supply-chain disruptions, the twin transition and the need to strenghten Europe's productive capacity and industrial competitiveness demonstrate the necessity of investing substantially in VET; |
| Motion for a resolution | Amendment |
|---|---|
| C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical developments, supply-chain disruptions and the green and digital transition demonstrate the necessity of investing substantially in VET; | C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical developments, supply-chain disruptions and the current transition demonstrate the necessity of investing substantially in VET; |
| Motion for a resolution | Amendment |
|---|---|
| C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical developments, supply-chain disruptions and the green and digital transition demonstrate the necessity of investing substantially in VET; | C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base, resilience and social and territorial cohesion; whereas recent geopolitical developments, supply-chain disruptions and the green and digital transition demonstrate the necessity of investing substantially in VET, lifelong learning and accessible public training infrastructure across the EU; ; |
| Motion for a resolution | Amendment |
|---|---|
| C. whereas the EU’s policy orientation under the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical developments, supply-chain disruptions and the green and digital transition demonstrate the necessity of investing substantially in VET; | C. whereas the EU’s policy orientation since the Lisbon Strategy placed a disproportionate emphasis on academic attainment, underestimating the strategic importance of vocational professions for the EU’s industrial base and resilience; whereas recent geopolitical developments, supply-chain disruptions and the green and digital transition demonstrate the necessity of investing substantially in VET; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| Ca. whereas equal access to VET, including upskilling and reskilling opportunities for all workers and jobseekers, is crucial; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| Cb. whereas the upcoming VET strategy should treat initial and continuous VET as equal pillars, with clear objectives and dedicated funding; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| Cc. whereas the poor quality of jobs, bad working conditions and a lack of investments in VET at company level are some of the reasons for the lack of skilled workers; whereas decent working conditions and access to social security systems, quality public services and an attractive living environment will play a prominent role in retaining and attracting skilled workers; whereas strengthening personal development and learning guidance from an early age and supporting equal access to information can help people to choose suitable learning pathways to quality employment opportunities; |
| Motion for a resolution | Amendment |
|---|---|
| D. whereas persistent societal and policy biases that frame educational pathways in hierarchical terms contribute to the unattractiveness of vocational pathways and to academic drift, thereby limiting equal recognition of talents, undermining social cohesion and exacerbating critical skills shortages in vocational occupations; | D. whereas persistent societal and policy biases that frame educational pathways contribute to the unattractiveness of vocational pathways and to academic drift, thereby limiting equal recognition of talents, undermining social cohesion and exacerbating critical skills shortages in vocational occupations; |
| Motion for a resolution | Amendment |
|---|---|
| D. whereas persistent societal and policy biases that frame educational pathways in hierarchical terms contribute to the unattractiveness of vocational pathways and to academic drift, thereby limiting equal recognition of talents, undermining social cohesion and exacerbating critical skills shortages in vocational occupations; | D. whereas persistent societal and policy biases that frame educational pathways in hierarchical terms contribute to the unattractiveness of vocational pathways and to academic drift, thereby limiting equal recognition of talents, undermining social cohesion and exacerbating critical skills shortages in vocational occupations; whereas those biases also reinforce social inequalities affecting career progression, income opportunities; |
| Motion for a resolution | Amendment |
|---|---|
| Da. whereas it is necessary to incentivise the prestige of essential vocation professions that imply a practical manipulation, by supporting social recognition as it was the case in the past with their own culture of belonging and common organisation; whereas a national strategy is necessary in order to guarantee the existence of such essential professions and the bodies in which they can find such a culture of belonging and the transmission of their knowledge and know-how; |
| Motion for a resolution | Amendment |
|---|---|
| Da. whereas women remain underrepresented in many VET pathways, particularly in STEM and technical fields, and persistent gender stereotypes continue to shape educational and career choices; whereas VET should help close these gaps by promoting equal access, guidance and progression into sectors with strong labour demand; |
| Motion for a resolution | Amendment |
|---|---|
| E. whereas unnecessary administrative barriers, fragmented recognition procedures and insufficient interoperability between national systems continue to hinder the free movement of workers, particularly VET professionals; whereas enhanced cooperation between Member States and regional frameworks can contribute to building mutual trust, modernising recognition procedures and facilitating labour mobility for VET professionals, while maintaining high standards; | E. whereas enhanced cooperation between Member States and regional frameworks can contribute to building mutual trust, modernising recognition procedures and facilitating labour mobility for VET professionals, while maintaining high standards; |
| Motion for a resolution | Amendment |
|---|---|
| E. whereas unnecessary administrative barriers, fragmented recognition procedures and insufficient interoperability between national systems continue to hinder the free movement of workers, particularly VET professionals; whereas enhanced cooperation between Member States and regional frameworks can contribute to building mutual trust, modernising recognition procedures and facilitating labour mobility for VET professionals, while maintaining high standards; | E. whereas unnecessary administrative barriers, fragmented recognition procedures, insufficient interoperability between national systems and underfunding continue to hinder the free movement of workers, particularly VET professionals; whereas enhanced cooperation between Member States and regional frameworks can contribute to building mutual trust, modernising recognition procedures and facilitating labour mobility for VET professionals, while maintaining high standards; whereas recognition systems should also support the validation of competences acquired through non-formal and informal learning, including volunteering, youth work and work experience; |
| Motion for a resolution | Amendment |
|---|---|
| E. whereas unnecessary administrative barriers, fragmented recognition procedures and insufficient interoperability between national systems continue to hinder the free movement of workers, particularly VET professionals; whereas enhanced cooperation between Member States and regional frameworks can contribute to building mutual trust, modernising recognition procedures and facilitating labour mobility for VET professionals, while maintaining high standards; | E. whereas unnecessary administrative barriers, fragmented recognition procedures and insufficient interoperability between national systems continue to hinder the free movement of workers, particularly VET professionals; whereas enhanced cooperation between Member States and regional frameworks can contribute to building mutual trust, modernising recognition procedures and facilitating labour mobility for VET professionals, while safeguarding labour standards, collective agreements, social security rights and equal treatment for all workers; |
| Motion for a resolution | Amendment |
|---|---|
| E. whereas unnecessary administrative barriers, fragmented recognition procedures and insufficient interoperability between national systems continue to hinder the free movement of workers, particularly VET professionals; whereas enhanced cooperation between Member States and regional frameworks can contribute to building mutual trust, modernising recognition procedures and facilitating labour mobility for VET professionals, while maintaining high standards; | E. whereas unnecessary administrative barriers, fragmented recognition procedures and insufficient interoperability between national systems continue to hinder the free movement of workers, particularly VET trained professionals; whereas enhanced cooperation between Member States and regional frameworks can contribute to building mutual trust, modernising recognition procedures and facilitating labour mobility for VET professionals, while maintaining high standards; |
| Motion for a resolution | Amendment |
|---|---|
| Ea. whereas the construction sector faces persistent labour and skills shortages, aggravated by an ageing workforce, low attractiveness for young people and the increasing demand for green and digital competences; whereas several Union-level initiatives, including the Large-Scale Skills Partnership for Construction, the Construction Blueprint for Skills, the Pact for Skills, the New European Bauhaus Academy and the European Strategy for Housing Construction, have sought to address these challenges, yet significant skills gaps remain, limiting the sector’s capacity to deliver affordable, sustainable and high-quality housing; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| Ea. Whereas apprenticeship-based and dual vocational education and training systems, which combine school-based learning with substantial work-based training in enterprises, have proven effective in supporting the transition from education to employment; whereas Member States with well-established dual VET systems have often recorded comparatively favourable youth labour market outcomes and can provide valuable examples of good practice for strengthening the Union of Skills;1a | |
| 1a Cedefop (2021). The role of work-based learning in VET and tertiary education: evidence from the 2016 EU labour force survey. Luxembourg: Publications Office of the European Union. Cedefop research paper |
| Motion for a resolution | Amendment |
|---|---|
| Ea. Whereas the Bologna process has established comparability in the standards and transparency mechanisms for academic education qualifications; whereas the Copenhagen Process sought to increase transparency, improve quality assurance, facilitate mobility, and foster mutual trust in VET across Member States, but achieved only limited convergence due to the diversity of national VET systems and the strong embeddedness of VET within national labour market and industrial institutions; |
| Motion for a resolution | Amendment |
|---|---|
| Ea. whereas the organisation, governance and financing of vocational education and training remain primarily a competence of the Member States and should fully respect the principle of subsidiarity. |
| Motion for a resolution | Amendment |
|---|---|
| Ea. whereas vocational training has at times suffered from a negative image due to the perception of an unfavorable learning environment, which can discourage students and families from choosing it; |
| Motion for a resolution | Amendment |
|---|---|
| Eb. Whereas the EU lags far behind on its 2030 target for adults participating in learning, hampering much needed upskilling and reskilling; whereas it can still be difficult for workers to access training due to work obligations and the cost of training; whereas participation in training and the use of learning entitlements remain significantly lower among vocationally educated compared to academically educated workers, thereby reinforcing existing skills inequalities; whereas skills demand and training provision do not always sufficiently align, and learning opportunities are still too often disconnected from the workplace |
| Motion for a resolution | Amendment |
|---|---|
| Eb. Whereas VET still lacks recognition not only as an education pathway, but as a critical economic and social infrastructure, able to: duly prepare a skilled workforce, able to implement technological changes and foster human development; deploy innovation in a wide range of socio-economic sectors; mitigate skills shortages through modern work-based learning, adult learning pathways and lifelong learning; up- and reskill professionals; promote democracy, citizenship and inclusion; foster resilient industrial ecosystems across Europe. |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| Eb. Whereas SMEs play a central role in apprenticeship-based vocational education and training across the Union; whereas their participation in cross-border mobility schemes can be constrained by administrative and organisational challenges, particularly where the temporary absence of apprentices places additional pressure on small businesses; whereas targeted support and simplified procedures can help increase participation in mobility opportunities for VET learners; |
| Motion for a resolution | Amendment |
|---|---|
| Ec. Whereas it is vital for European economic prosperity to have a thriving vocationally trained population; whereas individual mobility and apprentice mobility are key drivers for quality European vocational education and for fostering personal growth, skills development, and active citizenship; whereas participation rates in mobility remain lower for VET learners than for academic education students; whereas barriers include upfront costs, insufficient financial support, language obstacles, difficulties in recognising learning outcomes acquired abroad and limited employer support for apprentice mobility; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| Ec. Whereas the Draghi Report and the Competitiveness Compass underline the importance of skills, productivity and industrial competitiveness for the future of the European economy; whereas high-quality vocational education and training systems play a key role in ensuring the availability of skilled workers needed for Europe's industrial and technological transformation; |
| Motion for a resolution | Amendment |
|---|---|
| 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; | 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; emphasises that strengthening VET contributes to the objective of ensuring that all individuals can access employment that matches their talents, competences and efforts, while supporting social mobility, labour-market inclusion and economic resilience across the Union; |
| Motion for a resolution | Amendment |
|---|---|
| 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; | 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; Stresses that improving the attractiveness of VET requires not only awareness campaigns but also investment in quality employment, fair wages, strong labour protections and career progression opportunities in vocational occupations; |
| Motion for a resolution | Amendment |
|---|---|
| 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; | 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public, while also ensuring equal access for learners with fewer opportunities and addressing barriers linked to gender, disability, migration background, geography and socio-economic status; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; | 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public including through high-quality educational and career guidance measures that raise awareness of vocational pathways and their employment and progression opportunities; |
| Motion for a resolution | Amendment |
|---|---|
| 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; | 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness, industrial sovereignity and strategic resilience and human development; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; | 1. Highlights the importance of VET for the EU’s social and economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment and quality jobs ; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; |
| Motion for a resolution | Amendment |
|---|---|
| 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; | 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to education and employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; |
| Motion for a resolution | Amendment |
|---|---|
| 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as a quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; | 1. Highlights the importance of VET for the EU’s economic prosperity and competitiveness; stresses the importance of promoting and valorising VET in order to improve its attractiveness as an inclusive quality pathway to employment; calls on the Commission to ensure that the upcoming VET strategy addresses the quality and relevance of VET curricula, coupled with improved promotion of VET programmes to learners, employers and the wider public; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Letizia Moratti
| Motion for a resolution | Amendment |
|---|---|
| 1a. Welcomes the European Parliament’s decision to open a number of Schuman traineeships to candidates holding vocational education and training qualifications, thereby contributing to the visibility and recognition of vocational pathways; encourages EU institutions to continue promoting equal opportunities for candidates from vocational and academic pathways in their traineeship and recruitment policies; |
| Motion for a resolution | Amendment |
|---|---|
| 1a. Stresses that formal vocational education providers and established qualifications focusing on foundational skills should continue to form the basis of VET strategies and provision, while modular, task-specific and digital learning programmes and credentials can play an important complementary role, provided that they meet relevant and transferable quality-assurance criteria; |
| Motion for a resolution | Amendment |
|---|---|
| 1a. Encourage the Member States to guarantee good working conditions for the self-employed, so that vocational professions have a secure framework for their activity; |
| Motion for a resolution | Amendment |
|---|---|
| 2. Stresses that VET should be viewed as a tool that can both support the personal development of students and workers and address labour market shortages, thereby contributing to the EU’s competitiveness and supporting innovation in strategic sectors; | 2. Stresses that VET should be viewed as a tool that can both support the personal development of students and workers and address labour market shortages, thereby contributing to the EU’s sustainable competitiveness and prosperity supporting innovation; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti
| Motion for a resolution | Amendment |
|---|---|
| 2. Stresses that VET should be viewed as a tool that can both support the personal development of students and workers and address labour market shortages, thereby contributing to the EU’s competitiveness and supporting innovation in strategic sectors; | 2. Stresses that VET should be viewed as a tool that can both support the personal development of students and workers and address labour market shortages, thereby contributing to the EU’s competitiveness and supporting innovation across all sectors; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 2. Stresses that VET should be viewed as a tool that can both support the personal development of students and workers and address labour market shortages, thereby contributing to the EU’s competitiveness and supporting innovation in strategic sectors; | 2. Stresses that VET should be viewed as a tool that can both support the personal development of students and workers and address labour market shortages, thereby contributing to the EU’s competitiveness, supporting innovation in strategic sectors and promoting quality employment and career development opportunities; |
| Motion for a resolution | Amendment |
|---|---|
| 2a. Stresses that at a time when European societies are facing complex challenges linked to polarisation, disinformation, misinformation and a changed security environment, it is essential that all students and learners are equipped with the skills and knowledge needed to engage as active members of society and to critically analyse information; therefore underlines the need to ensure that VET students have equal opportunities to acquire skills and knowledge related to civic participation, media literacy and critical thinking, while also emphasising the importance of so-called soft skills in vocational education and training; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 2a. Stresses that VET can only become an attractive pathway if it leads to quality jobs; underlines that fair wages, decent working conditions, job security and opportunities for career progression are essential to attracting and retaining workers; |
| Motion for a resolution | Amendment |
|---|---|
| 3. Stresses the need to ensure that VET students and graduates feel that their qualifications and professions are valued equally to academic education, to ensure social cohesion and inclusion; | 3. Stresses the need to ensure that VET students and graduates feel that their qualifications and professions are valued equally to academic education, in order to promote social cohesion and inclusion; highlights the increasing demand for a new type of workforce capable not only of using artificial intelligence tools, but also of professionally guiding, overseeing and cooperating with them; stresses that VET curricula should equip learners with the practical, technical and digital skills necessary to maximise the benefits of AI while maintaining human responsibility, creativity and decision-making in the workplace; |
| Motion for a resolution | Amendment |
|---|---|
| 3. Stresses the need to ensure that VET students and graduates feel that their qualifications and professions are valued equally to academic education, to ensure social cohesion and inclusion; | 3. Stresses the need to ensure that VET students and graduates feel that their qualifications and professions are valued equally to academic education, to ensure social cohesion and inclusion; calls on the Commission and Member States to address persistent negative perceptions surrounding the image and value of VET through early and continuous career guidance, targeted engagement with parents and families, quality paid apprenticeships, and long-term investment in regional skills ecosystems that strengthen the visibility and attractiveness of VET; calls on the Member States to strongly invest in guidance services and tutoring systems, recognising the key role of tutors and counsellors in supporting learners, alongside teachers and trainers; calls on the European Commission to draft an EU framework for guidance and counselling, |
| Motion for a resolution | Amendment |
|---|---|
| 3. Stresses the need to ensure that VET students and graduates feel that their qualifications and professions are valued equally to academic education, to ensure social cohesion and inclusion; | 3. Stresses the need to ensure that VET students and graduates feel that their qualifications and professions are valued equally to academic education, to ensure social cohesion and inclusion, equal opportunities in access to employment, mobility, further learning and career progression; |
| Motion for a resolution | Amendment |
|---|---|
| 3a. Highlights that improving the public perception and attractiveness of VET requires not only policy measures but also a renewed narrative and terminology that better reflects the value of vocational pathways; encourages the development of communication frameworks that present higher education and VET as complementary rather than hierarchical forms of learning, with higher education often focusing on the development of creators, innovators and conceptual problem-solvers, while VET equips makers, builders and implementers who transform knowledge into tangible economic and social value; stresses that such a distinction should not imply differences in intellectual merit, as both pathways are grounded in scientific knowledge and critical thinking, but rather reflect different yet equally valuable applications of knowledge, skills and creativity in society and the labour market; |
| Motion for a resolution | Amendment |
|---|---|
| 3a. Calls on the Member States and the Commission, where appropriate, to ensure that existing academic education support instruments and public support systems are extended to VET learners, rather than creating separate systems; emphasises that eligibility rules for student cards, financial support schemes, recognition systems and access to public sector opportunities should be designed in an inclusive manner that does not discriminate between VET and academic education learners; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Letizia Moratti
| Motion for a resolution | Amendment |
|---|---|
| 3a. Stresses the importance of clear progression pathways within vocational education and training, including higher vocational education and training and qualifications at EQF level 5 and above, in order to enhance the attractiveness of VET, support lifelong learning and address skills shortages; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 3a. Calls on Member States to address gender stereotypes in educational and career choices and to encourage a more balanced participation of women and men across vocational pathways, sectors and occupations; |
| Motion for a resolution | Amendment |
|---|---|
| 3a. Emphasises that inclusive VET plays a key role in supporting learners at risk of exclusion from society and the labour market, and in promoting wellbeing, equal opportunities and social cohesion; |
| Motion for a resolution | Amendment |
|---|---|
| 3b. Calls on the Member States to improve the adequacy, accessibility and fairness of financial support for VET learners; notes with concern persistent disparities whereby learners in upper-secondary and post-secondary non-tertiary education receive lower levels of public financial support than those in tertiary education; stresses the need to remove unjustified eligibility barriers linked to employment status, age or living arrangements, in particular for apprentices on employment contracts; |
| Motion for a resolution | Amendment |
|---|---|
| 3b. Stresses that all VET qualifications and credentials should offer clear pathways for further studies and progression; emphasises that pursuing VET at upper-secondary level should not prevent individuals from continuing their studies in tertiary education institutions, including advanced VET and universities; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 3b. Stresses the importance of vocational pathways that remain accessible after the completion of general upper-secondary education and that combine advanced educational attainment with work-based learning, thereby broadening career choices and supporting the development of highly skilled workers; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 3c. Emphasises the potential of micro-credentials and modular learning opportunities to support upskilling and reskilling throughout working life and to provide flexible learning pathways for workers and employers in a rapidly changing labour market; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 3d. Highlights the importance of intergenerational skills transfer in addressing demographic change and labour shortages; encourages initiatives that support experienced workers in passing on their knowledge and expertise through mentoring, workplace training and apprenticeship schemes; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Letizia Moratti
| Motion for a resolution | Amendment |
|---|---|
| 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls on the Commission to repeal the EU-level target for higher education attainment as a benchmark, since it does not comply with the Commission’s intention to value VET equally; | 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways, based on the levels of the European Qualifications Framework (EQF) rather than on terms such as ‘higher’ and ‘lower’ education; calls on the Commission to complement the higher education attainment benchmark with an ambitious EU-level target for participation and completion in VET; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls on the Commission to repeal the EU-level target for higher education attainment as a benchmark, since it does not comply with the Commission’s intention to value VET equally; | 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls furthermore on the Commission and the Member States to ensure equal recognition of vocational and academic pathways; |
| Motion for a resolution | Amendment |
|---|---|
| 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls on the Commission to repeal the EU-level target for higher education attainment as a benchmark, since it does not comply with the Commission’s intention to value VET equally; | 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls on the Commission to ensure that the EU-level targets and benchmarks in skills and education attainment do not privilege one pathway over another and that vocational education and training is valued on equal footing with higher education; |
| Motion for a resolution | Amendment |
|---|---|
| 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls on the Commission to repeal the EU-level target for higher education attainment as a benchmark, since it does not comply with the Commission’s intention to value VET equally; | 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls on the Commission to repeal the EU-level target for higher education attainment as a benchmark, since it does not comply with the Commission’s intention to value VET equally; calls furthermore on the Commission and Member States to ensure that tertiary vocational education at ISCED Level 5 and EQF Levels 5 and 6 is explicitly recognised and promoted in EU skills policy frameworks as an equally valued pathway alongside academic higher education; |
| Motion for a resolution | Amendment |
|---|---|
| 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls on the Commission to repeal the EU-level target for higher education attainment as a benchmark, since it does not comply with the Commission’s intention to value VET equally; | 4. Calls for the EU institutions and the Member States to promote more respectful terminology for educational pathways and to move away from terms such as ‘higher’ and ‘lower’ education; calls on the Commission to ensure that its relevant strategies, communications, guidance and funding instruments reflect and promote the equal recognition and valuation of vocational and academic pathways; calls on the Commission to repeal the EU-level target for higher education attainment as a benchmark, since it does not comply with the Commission’s intention to value VET equally; |
| Motion for a resolution | Amendment |
|---|---|
| 5. Calls for the Member States and the EU institutions to involve VET students and graduates at all levels of policymaking to ensure equal participation, and to offer VET traineeships; | 5. Calls for the Member States and the EU institutions to involve VET students apprentices, graduates, teachers, trainers and trade unions at all levels of policymaking to ensure meaningful participation and democratic governance of vocational education and training systems ; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 5. Calls for the Member States and the EU institutions to involve VET students and graduates at all levels of policymaking to ensure equal participation, and to offer VET traineeships; | 5. Calls for the Member States and the EU institutions to involve VET students, apprentices, graduates, teachers, trainers and their representatives, including trade unions and student unions, at all levels of policymaking to ensure equal participation, and to offer VET apprenticeships; |
| Motion for a resolution | Amendment |
|---|---|
| 5. Calls for the Member States and the EU institutions to involve VET students and graduates at all levels of policymaking to ensure equal participation, and to offer VET traineeships; | 5. Calls for the Member States and the EU institutions to involve VET students and graduates, employers, chambers of commerce, craft organisations and social partners when designing all levels of policymaking to ensure equal participation, and to offer VET traineeships; |
| Motion for a resolution | Amendment |
|---|---|
| 5. Calls for the Member States and the EU institutions to involve VET students and graduates at all levels of policymaking to ensure equal participation, and to offer VET traineeships; | 5. Calls for the Member States and the EU institutions to involve VET students and graduates at all levels of policymaking to ensure equal participation, and to offer quality and fairly remunerated VET traineeships; |
| Motion for a resolution | Amendment |
|---|---|
| 5. Calls for the Member States and the EU institutions to involve VET students and graduates at all levels of policymaking to ensure equal participation, and to offer VET traineeships; | 5. Calls for the Member States and the EU institutions to involve VET students and graduates at relevant levels of policymaking to ensure equal participation, and to offer VET traineeships; |
| Motion for a resolution | Amendment |
|---|---|
| 5. Calls for the Member States and the EU institutions to involve VET students and graduates at all levels of policymaking to ensure equal participation, and to offer VET traineeships; | 5. Highlights an overrepresentation of academically educated individuals in political and administrative decision-making, limiting the diversity of vocationally trained perspectives in policy design; calls for the Member States and EU institutions to involve VET students and graduates at all levels of policymaking to ensure equal participation, and to offer VET apprenticeships, internships, traineeships and jobs; calls on the Commission to set up a Practical Advice Mechanism next to its Scientific Advice Mechanism; |
| Motion for a resolution | Amendment |
|---|---|
| 5a. Regrets discrimination on the basis education occurs in Europe; welcomes that Bulgaria, Croatia, Portugal and Slovenia already provide legal protection against such discrimination in their national legal systems; highlights the advisory opinion of the Netherlands Institute for Human Rights1a calling for the inclusion of educational attainment as a protected discrimination ground for goods and services; calls on the European Commission to assess and propose appropriate measures to ensure that discrimination on the basis of education is adequately addressed within the EU equality framework | |
| 1a https://www.mensenrechten.nl/actueel/nieuws/2024/09/04/advies-college-vul-wetgeving-aan-met-bescherming-tegen-discriminatie-vanwege-opleiding |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 5a. Highlights the importance of VET for individuals and persons with disabilities and stresses the need to develop strategies to provide more and better VET opportunities for them and facilitate their integration in the labour market; |
| Motion for a resolution | Amendment |
|---|---|
| 5b. Regrets that remuneration levels in many vocational occupations - particularly in the public sector - remain insufficiently aligned with the complexity, responsibility, and societal value of these roles, contributing to persistent labour shortages and reduced attractiveness of vocational pathways; calls on Member Statess and encourages social partners to revise their remuneration frameworks in order to strengthen recruitment, retention, and the long-term sustainability of essential vocational services and professions. |
| Motion for a resolution | Amendment |
|---|---|
| 6. Recognises the contribution of WorldSkills and EuroSkills in promoting VET excellence, innovation and attractiveness across Europe; encourages closer cooperation between the Commission, the Member States and VET skills competition organisations in order to promote vocational excellence and support the visibility of VET; acknowledges that these competitions and their associated frameworks, such as the WorldSkills Occupational Standards, should serve as an inspiration for policymakers and the development of VET policy and skills recognition; | 6. Recognises the contribution of WorldSkills and EuroSkills in promoting VET excellence, innovation and attractiveness across Europe; encourages closer cooperation between the Commission, the Member States and VET skills competition organisations in order to promote vocational excellence and support the visibility of VET; acknowledges that these competitions and their associated frameworks, such as the WorldSkills Occupational Standards, should serve as an inspiration for policymakers and the development of VET policy and skills recognition; while recalling that excellence in VET must also include inclusion, accessibility, quality working conditions for teachers and trainers and equal opportunities for all learners; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 6. Recognises the contribution of WorldSkills and EuroSkills in promoting VET excellence, innovation and attractiveness across Europe; encourages closer cooperation between the Commission, the Member States and VET skills competition organisations in order to promote vocational excellence and support the visibility of VET; acknowledges that these competitions and their associated frameworks, such as the WorldSkills Occupational Standards, should serve as an inspiration for policymakers and the development of VET policy and skills recognition; | 6. Recognises the contribution of WorldSkills and EuroSkills in promoting VET excellence, innovation and attractiveness across Europe; encourages closer cooperation between the Commission, the Member States, regional and sectoral organisations and VET skills competition organisations in order to promote vocational excellence and support the visibility of VET; acknowledges that these competitions and their associated frameworks, such as the WorldSkills Occupational Standards, should serve as an inspiration for policymakers and the development of VET policy and skills recognition; |
| Motion for a resolution | Amendment |
|---|---|
| 7. Recalls that although the Commission communication entitled ‘The Union of Skills’ states that VET should become ‘an equally valued learning pathway as higher education’, VET continues to receive a smaller share of Erasmus+ funding, compared with academic education; insists that its budget allocation be increased to ensure that this objective is met in practice, and to support the ‘Europe on the Move’ target of 12 % learning mobility for VET learners by 2030; | 7. Recalls that although the Commission communication entitled ‘The Union of Skills’ states that VET should become ‘an equally valued learning pathway as higher education’, VET continues to receive a smaller share of Erasmus+ funding, compared with academic education; insists that its budget allocation be increased to ensure that this objective is met in practice, and to support the ‘Europe on the Move’ target of 12 % learning mobility for VET learners by 2030, which is to be achieved, amongst other things, through the Erasmus+ programme; recalls the need to strengthen access to learning mobility for apprentices, adult learners and learners with fewer opportunities, including through support for preparatory, linguistic and accompanying support measures; recalls that the gender balance in access to such experiences has to be taken into account, in the context of the efficient promotion of VET mobility programmes among women; |
| Motion for a resolution | Amendment |
|---|---|
| 7. Recalls that although the Commission communication entitled ‘The Union of Skills’ states that VET should become ‘an equally valued learning pathway as higher education’, VET continues to receive a smaller share of Erasmus+ funding, compared with academic education; insists that its budget allocation be increased to ensure that this objective is met in practice, and to support the ‘Europe on the Move’ target of 12 % learning mobility for VET learners by 2030; | 7. Recalls that although the Commission communication entitled ‘The Union of Skills’ states that VET should become ‘an equally valued learning pathway as higher education’, VET continues to receive a smaller share of Erasmus+ funding, compared with academic education; insists that its budget allocation be increased to ensure that this objective is met in practice, and to support the ‘Europe on the Move’ target of 12 % learning mobility for VET learners by 2030; Insists Erasmus+ should recognise not only labour market outcomes but also personal development, intercultural learning and youth experience as core objectives of VET mobility; calls on the European Commission to increase accessibility, inclusion, and sustainability of mobility programmes, by dedicating specific earmarking in EU-managed programmes to support inclusive mobility for learners from socio-economically disadvantaged backgrounds; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 7. Recalls that although the Commission communication entitled ‘The Union of Skills’ states that VET should become ‘an equally valued learning pathway as higher education’, VET continues to receive a smaller share of Erasmus+ funding, compared with academic education; insists that its budget allocation be increased to ensure that this objective is met in practice, and to support the ‘Europe on the Move’ target of 12 % learning mobility for VET learners by 2030; | 7. Recalls that although the Commission communication entitled ‘The Union of Skills’ states that VET should become ‘an equally valued learning pathway as higher education’, VET continues to receive a smaller share of Erasmus+ funding, compared with academic education; insists that its budget allocation be increased to ensure that this objective is met in practice, and to support the ‘Europe on the Move’ target of 12 % learning mobility for VET learners by 2030; calls for strengthening Erasmus+ Capacity Building initiatives in the field of vocational education and training, recognising their contribution to institutional development, innovation and the long-term quality and resilience of VET systems; |
| Motion for a resolution | Amendment |
|---|---|
| 7. Recalls that although the Commission communication entitled ‘The Union of Skills’ states that VET should become ‘an equally valued learning pathway as higher education’, VET continues to receive a smaller share of Erasmus+ funding, compared with academic education; insists that its budget allocation be increased to ensure that this objective is met in practice, and to support the ‘Europe on the Move’ target of 12 % learning mobility for VET learners by 2030; | 7. Recalls that although the Commission communication entitled ‘The Union of Skills’ states that VET should become ‘an equally valued learning pathway as higher education’, VET continues to receive a smaller share of Erasmus+ funding, compared with academic education; Calls for a substantial increase in the overall Erasmus+ budget in the next Multiannual Financial Framework, with dedicated support for learners from disadvantaged socio-economic backgrounds, rural regions and outermost regions insists that its budget allocation be increased to ensure that this objective is met in practice, and to support the ‘Europe on the Move’ target of 12 % learning mobility for VET learners by 2030; |
| Motion for a resolution | Amendment |
|---|---|
| 7a. Regrets that persistent structural and financial barriers continue to limit participation in international mobility among VET learners; calls for the establishment of a strong common European framework ensuring the automatic recognition of qualifications and learning outcomes acquired during mobility periods and internships and apprenticeships abroad; further calls for Erasmus+ mobility grants to be based on actual costs of living in host countries and to take into account the specific additional costs faced by VET students; |
| Motion for a resolution | Amendment |
|---|---|
| 7a. Underlines the need to develop tailored support pathways for young people who are not in employment, education or training (NEETs), through guidance, tutoring and mentorship tools capable of addressing individual needs and removing barriers to access to education and vocational training pathways; calls on the Commission and the Member States to strengthen inclusion and reintegration measures, fostering the participation of NEETs in vocational education and training programmes and in lifelong learning opportunities. |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 7a. Calls on the Commission and the Member States to facilitate the participation of SMEs in Erasmus+ mobility schemes for apprentices and VET learners by simplifying administrative procedures, reducing reporting requirements, providing targeted organisational support and taking account of the specific challenges faced by small enterprises when apprentices are temporarily absent from the workplace; |
| Motion for a resolution | Amendment |
|---|---|
| 7a. Regrets the decision of the European Commission not to involve European VET Associations in the Skills High-Level Board and calls on the Commission to include them as full member, in light of their experience in training, education and skills, which aligns with the core mission of the Board and complements the evidence provided by the European Skills Intelligence Observatory; |
| Motion for a resolution | Amendment |
|---|---|
| 7a. Calls on the Member States and the Commission to take targeted measures to close the gender gap in STEM-related education and training, including in VET, by addressing stereotypes, improving retention and progression, and ensuring equal access to quality training, apprenticeships and future careers in strategic sectors; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 7a. Stresses that well-functioning social dialogue, collective agreements and the meaningful involvement of social partners are essential to improving the attractiveness and quality of VET, anticipating skills needs and supporting workers through the green and digital transitions; |
| Motion for a resolution | Amendment |
|---|---|
| 7b. Calls for measures that provide additional support and simplify administrative procedures, to make it easier and more attractive for companies and SMEs to host and send international apprentices; calls for implementation of Erasmus Without Paper and the Erasmus Student Card in the VET sector as soon as possible; calls for budget to be dedicated for VET providers to employ more international mobility coordinators; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 7b. Encourages the development of partnerships and exchange networks between enterprises, VET providers and intermediary organisations to facilitate apprenticeship mobility, particularly for SMEs with limited administrative and organisational capacity; |
| Motion for a resolution | Amendment |
|---|---|
| 7c. Notes the importance of strengthening collaboration and contact between VET and academic education students; considers that facilitating joint learning environments, shared projects, and regular exchanges between both groups can improve mutual understanding, support smoother progression pathways, and foster more innovative and inclusive learning ecosystems; call on the Commission to explore an Erasmus+ pilot for crosssectoral international mobility projects for VET and academic students; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 7c. Calls on the Commission to build on existing European and national structures, expertise and partnerships when implementing the Union of Skills, avoiding unnecessary administrative complexity and ensuring efficient use of resources; |
| Motion for a resolution | Amendment |
|---|---|
| 7d. Considers active student participation and representation vital for effective governance in all education institutions. Regrets that VET institutions often lack proper student involvement in their decision-making organs, and VET students often have weak legal protection of their rights to be represented; calls on Member States to ensure legal provisions for student participation; calls on the European Commission to support the development of a European VET student representation network; |
Angelika Winzig, Eleonora Meleti, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 7d. Welcomes the Commission's ongoing efforts to facilitate cross-border mobility and skills portability, including through the forthcoming Skills Portability Initiative and through the digitalisation and simplification of administrative procedures, notably via initiatives such as the European Social Security Pass (ESSPASS) and the eDeclaration framework, with a view to reducing administrative burdens and facilitating mobility for learners, workers and employers across the Union; |
| Motion for a resolution | Amendment |
|---|---|
| 7e. Calls on the Commission and the Member States to strengthen EQF Level 5 as a coherent and recognised tertiary-level qualification pathway; emphasises the need for greater consistency in its role and visibility across Member States; stresses the importance of clear progression routes, strengthened credit transfer arrangements and improved permeability between VET and higher education systems, while also stressing that EQF levels 3 and 4 should be recognised as a valued and complete qualification level for learners wishing to enter the labour market |
| Motion for a resolution | Amendment |
|---|---|
| 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; | 8. Calls on the Commission to support the Member States in in substantially increasing public investment in VET through the European Semester, cohesion policy and dedicated Union funding instruments; emphasises that access to high-quality vocational education and training should not depend on regional wealth or local fiscal capacity; ; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; | 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and through the effective use of available EU funding instruments; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; |
| Motion for a resolution | Amendment |
|---|---|
| 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; | 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; |
| Motion for a resolution | Amendment |
|---|---|
| 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; | 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized and social enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; calls on the Commission and the Member States to ensure that such measures are embedded in just-transition strategies and supported by adequate public funding, social dialogue and access to quality training throughout working life; |
| Motion for a resolution | Amendment |
|---|---|
| 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; | 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; and stresses that investments should be targeted towards sectors experiencing persistent labour shortages and strategic industrial relevance. |
| Motion for a resolution | Amendment |
|---|---|
| 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be followed under the Member States’ national and regional partnership plans, in order to promote VET; | 8. Calls on the Commission to support the Member States in investing sufficiently in VET through country-specific recommendations in the European Semester and the earmarking of EU funding; recalls the successful investment, under the Just Transition Fund, in local economies through a combination of funding for skills and for small and medium-sized enterprises, and recommends that this example be taken into account under the Member States’ national and regional partnership plans, in order to promote VET; |
| Motion for a resolution | Amendment |
|---|---|
| 8a. Calls on the Commission to come forward with an ambitious European VET Strategy; Encourages the Commission to systematically involve social partners and VET providers at an early stage in the design, implementation and governance of VET policies; calls on the Commission and the Council to amend the Regulation establishing Cedefop to ensure that VET providers are systematically involved in its governance and advisory structures; encourages the Commission to give VET provider representations a Member role in the Advisory Comittee On Vocational Training and High-Level Skills Board; |
| Motion for a resolution | Amendment |
|---|---|
| 8a. calls, furthermore, for sustained public investment in VET systems, with particular attention to regions facing structural labour-market challenges, skills shortages or limited access to training opportunities, including rural, remote, outermost, deindustrialised and economically disadvantaged areas, so as to strengthen local skills ecosystems and support positive spillover effects on employment, innovation and territorial cohesion; |
| Motion for a resolution | Amendment |
|---|---|
| 8b. Stresses that Union investment in strategic sectors and the green and digital transitions can only deliver its full impact where workers, learners and employers have access to the skills needed to deploy, operate and scale new technologies; recalls that persistent skills gaps reflect long-standing underinvestment in training, weak coordination and uneven access to quality learning opportunities, and can slow industrial deployment, constrain innovation and weaken the Union’s competitiveness; underlines therefore that support for VET, upskilling and reskilling should form an integral part of all relevant Union investment and policy instruments, including through a meaningful and predictable share of resources dedicated to skills development, training provision and workforce adaptation in each relevant programme or policy window; |
| Motion for a resolution | Amendment |
|---|---|
| 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; | 9. Supports partnerships between employers, VET providers, trade unions and public authorities to improve the relevance and quality of VET curricula; stresses that social partners should play a central role in curriculum development, apprenticeship standards and skills forecasting |
| Motion for a resolution | Amendment |
|---|---|
| 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; | 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; stresses the need to value local VET providers, such as schools, technical institutes, and accredited training centres, as they serve as the vital link between learners and the local labour market; underlines that, owing to their deep understanding of specific local needs, they represent the most effective channels to align educational demand with the regional productive fabric, with a particular focus on SMEs; |
| Motion for a resolution | Amendment |
|---|---|
| 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; | 9. Supports EU- and national-level partnerships between employers and VET providers and representatives of learners, apprentices, teachers, and all other educational stakeholders, to improve the relevance and quality of VET curricula, including through providing high-quality apprenticeship opportunities; ; calls for the linking of VET providers to regional industrial and technological clusters; recalls the need to ensure adequate salaries and working conditions for teachers and trainers in VET to improve the attractiveness of the profession; calls for broadening the possibilities for hybrid teachers and trainers in VET; |
| Motion for a resolution | Amendment |
|---|---|
| 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; | 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls on the Commission to ensure that the forthcoming VET strategy supports Member States and VET providers in ensuring that all VET programmes and credentials, including modular, task-specific and digital learning programmes, meet the criteria and standards defined in the relevant well-recognised quality-assurance systems; calls for the linking of VET providers to regional industrial and technological clusters; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; | 9. Calls for strengthening social dialogue on VET and apprenticeship policies and for effective cooperation with education trade unions in order to improve the attractiveness of the VET teaching profession and address shortages of VET teachers and trainers; supports EU- and national-level partnerships between employers, VET providers and social partners to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; |
| Motion for a resolution | Amendment |
|---|---|
| 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; | 9. Supports EU- and national-level partnerships between employers and VET providers, social partners, trade unions, employment services, local and regional authorities, youth organisations and civil-society organisation in order to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; |
Angelika Winzig, Eleonora Meleti, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 9. Supports EU- and national-level partnerships between employers and VET providers to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; | 9. Supports EU- and national-level partnerships between employers, VET providers and especially social partners to improve the relevance and quality of VET curricula; calls for the linking of VET providers to regional industrial and technological clusters; |
| Motion for a resolution | Amendment |
|---|---|
| 9a. Underlines that Centres of Vocational Excellence (CoVEs) should be placed at the heart of the future development of vocational education and training systems in Europe, as key drivers of structural reform, innovation, recognition and modernisation; calls on the Commission to strengthen long-term investment pathways for CoVEs and fund them on the same par with European University Alliances; stresses that CoVEs bring together education providers, businesses, regional authorities and social partners to address labour market needs, foster innovation, strengthen regional competitiveness and support the green and digital transitions; calls for an independent evaluation of the CoVEs; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 9a. Recognises that enterprises play a central role in vocational education and training, particularly in dual training systems, by providing work-based learning environments, transmitting up-to-date skills and competences and supporting innovation; calls on the Commission and the Member States to strengthen the role and visibility of enterprises as key learning venues within VET systems; |
| Motion for a resolution | Amendment |
|---|---|
| 9a. Calls on the EU and the Member States to address skills mismatches by strengthening cooperation between VET providers and employers, including through workplace-level skills audits and competence profiling to identify existing skills and competences, support their formal recognition, and determine where further training is needed; |
| Motion for a resolution | Amendment |
|---|---|
| 9a. Stresses that the shortage of VET teachers and trainers is a major obstacle to high-quality vocational education; calls on the Member States to invest in their recruitment, continuous professional development, decent pay and working conditions; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti
| Motion for a resolution | Amendment |
|---|---|
| 9b. Encourages the further development of Centres of Vocational Excellence as platforms for cooperation between education providers, enterprises, research institutions and regional innovation ecosystems with a view to strengthening skills development, innovation capacity and competitiveness in strategic sectors, while supporting the regular assessment of their effectiveness and contribution to labour-market needs; |
| Motion for a resolution | Amendment |
|---|---|
| 9b. Celebrates the growing commitment of Member States to establish and strengthen national CoVE initiatives; notes in this regard the initiatives set up by France, Netherlands, Spain, Italy, Denmark, Poland and Slovakia in developing or piloting national CoVE frameworks alongside their participation in the European CoVE ecosystem; calls on other Member States to follow these examples; |
| Motion for a resolution | Amendment |
|---|---|
| 9b. Stresses that the long-term attractiveness of vocational occupations depends on the existence of collective bargaining systems capable of ensuring fair wages, safe working conditions, career progression and equal treatment for workers across sectors |
| Motion for a resolution | Amendment |
|---|---|
| 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; | 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; further calls for strategies to facilitate access to intellectual property protection, including the registration of patents, trademarks, industrial designs and other intellectual property rights, not only for university graduates and academic researchers but also for VET students, graduates and skilled professionals, recognising their significant contribution to applied innovation, technological development and industrial competitiveness across the Union; |
| Motion for a resolution | Amendment |
|---|---|
| 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; | 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; calls specifically for tertiary vocational education institutions at ISCED Level 5 and EQF Levels 5 and 6 to be integrated into European research and innovation ecosystems as providers of specialist technical skills; |
| calls furthermore for stronger involvement of SMEs, family businesses and local productive districts in the design and implementation of vocational training programmes. |
| Motion for a resolution | Amendment |
|---|---|
| 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; | 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages a deeper integration of VET institutions in the design and implementation of innovation policies, in order to accelerate the adaptation and scaling up of innovations in the workplace; calls on the Commission to ensure active involvement of VET institutions in Horizon Europe calls, particularly in projects at higher technology readiness levels where implementation, testing and scaling in real-world settings by VET trained professionals are critical for impact; insists on the need to support skills investment within strategic sectors under the policy windows of the proposed European Competitiveness Fund; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; | 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; underlines that access to EU funds and other instruments should be conditional on companies’ compliance with social conditionalities, respecting trade union rights, apprenticeship quality standards, and demonstrable investment in workers’ skills and quality trainings; |
| Motion for a resolution | Amendment |
|---|---|
| 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; | 10. Calls for broader inclusion of VET in existing EU policies and programmes; encourages better integration of VET bodies in the development of innovation policies to enhance the dissemination and uptake of innovative solutions across sectors; insists on the need to support skills investment in strategic sectors under the policy windows of the proposed European Competitiveness Fund; calls on the Member States to make public funding and public procurement in VET-intensive sectors conditional on compliance with applicable collective agreements and on the provision of quality apprenticeship and training places; |
| Motion for a resolution | Amendment |
|---|---|
| 10a. Calls on the Commission and the Member States to strengthen cooperation in the development of VET learning environments, curricula and practices that respond to the needs arising from the ecological transformation, ensuring that topics such as the circular economy, energy efficiency and the energy transition are adequately addressed, and that future professionals are equipped with the knowledge, skills and competences needed to drive sustainable transformation across industries and businesses; |
| Motion for a resolution | Amendment |
|---|---|
| 10a. Calls on the Member States to position vocational education and training as a cornerstone of skills development by leveraging the next MFF to finance the upskilling and reskilling of young people in strategic sustainable sectors such as renewables, circular economy and ecological restoration; emphasises VET's potential to deliver quality green jobs and social economy opportunities including cooperatives, care services and community-led transitions for young people with fewer opportunities; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 10a. Calls on the Member States to address the growing shortage of VET teachers, trainers and workplace mentors by improving the attractiveness of the profession through adequate remuneration, quality working conditions, continuous professional development and clear career development opportunities; stresses the importance of supporting exchanges between VET institutions and labour market to ensure that teaching curricula remains up to date with the labour market developments; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; | 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; calls on the Commission and Member States to ensure that such training is available during working time and at no cost for workers; calls furthermore for an EU legislation establishing a universal right to training for all workers, firmly anchored in Principle 1 of the European Pillar of Social Rights; stresses that this legislation should guarantee access to quality and inclusive employee training for all workers regardless of their contractual situation or size of companies they work in; |
| Motion for a resolution | Amendment |
|---|---|
| 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; | 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; calls on the Commission to recognise and support all European workers’ individual subjective right to lifelong learning, upskilling and reskilling, as proposed in the Draghi report on European competitiveness; |
| Motion for a resolution | Amendment |
|---|---|
| 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; | 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; emphasises that all workers should have an enforceable right to paid training during working time, supported by employers and public authorities where appropriate; |
| Motion for a resolution | Amendment |
|---|---|
| 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; | 11. Stresses that technological innovation, including artificial intelligence and automation, requires continuous upskilling and reskilling while ensuring that workers remain adaptable throughout their professional careers; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; |
| Motion for a resolution | Amendment |
|---|---|
| 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; | 11. Stresses that AI, the green transition, digitalisation,and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training and basic, sustainability and digital skills for all workers for their current or alternative careers; |
| Motion for a resolution | Amendment |
|---|---|
| 11. Stresses that AI and automation have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers for their current or alternative careers; | 11. Stresses that AI, automation and the green transition have led to an increased need for reskilling; emphasises, in this context, the increasing importance of accessible training for all workers free of costs and during working hours for their current or alternative careers; |
| Motion for a resolution | Amendment |
|---|---|
| 11a. Stresses that SMEs are central actors in European VET systems, providing a significant share of apprenticeships, traineeships and workplace learning opportunities; recognises, however, that SMEs often face administrative, financial and organisational constraints and therefore calls for SME-friendly implementation of European VET initiatives, including reduced administrative burdens and practical assistance mechanisms to facilitate their continued and expanded participation in skills development ecosystems such as CoVEs. |
| Motion for a resolution | Amendment |
|---|---|
| 11b. Calls on the European Commission to ensure that State aid rules support rather than constrain investments in skills, lifelong learning and workforce development, notably by expanding the possibilities under the GBER and related frameworks for funding training activities and skills ecosystems; Stresses that State aid provisions should facilitate cooperation between public VET providers and private partners, including companies, sectoral organisations and training providers, where such cooperation serves a clear educational, social or innovation objective. |
| Motion for a resolution | Amendment |
|---|---|
| 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; | 12. Calls on the Commission, the Member States and employers to ensure fair renumeration and decent working conditions for apprentices and interns in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; calls for balanced VET systems that combine workplace learning with structured educational environments, ensuring that learners benefit from both professional practice and broader educational formation; emphasises that hands-on, work-based learning should not be limited to VET but should also form a meaningful component of university education; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti
| Motion for a resolution | Amendment |
|---|---|
| 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; | 12. Calls on the Commission, the Member States and employers, in line with national or sectoral requirements or collective agreements where they exist, to ensure adequate compensation and decent working conditions for the workplace-based component of VET programmes in order to improve their attractiveness, quality and inclusiveness of work-based learning; |
| Motion for a resolution | Amendment |
|---|---|
| 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; | 12. Calls on the Commission, the Member States and employers to ensure appropriate remuneration and quality working conditions in accordance with national legislation and collective bargaining systems for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; | 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions for apprenticeships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; emphasises the importance of the active involvement of social partners in the design, monitoring and evaluation of apprenticeship schemes; |
| Motion for a resolution | Amendment |
|---|---|
| 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; | 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions covered by social protection systems, protected against abuse and exploitation, and accompanied by high-quality learning outcomes and mentoring for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; |
| Motion for a resolution | Amendment |
|---|---|
| 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; | 12. Calls on the Commission, the Member States and employers to ensure fair remuneration and decent working conditions for apprenticeships and internships in VET in order to improve the attractiveness, quality and inclusiveness of work-based learning; recalls that quality jobs are essential to the attractiveness of vocational pathways and to the Union’s capacity to retain skilled workers; |
| Motion for a resolution | Amendment |
|---|---|
| 12a. Stresses that meeting the Union’s objectives on sustainable, affordable and climate-resilient housing requires substantial investment in the upskilling and reskilling of workers in the construction sector, in particular in green and digital competences; calls on the Commission and the Member States to ensure that such competences are integrated across vocational education and training, apprenticeships and continuous training, including for renovation-related trades, in order to improve the sector’s environmental performance, resource efficiency and innovative capacity; |
| Motion for a resolution | Amendment |
|---|---|
| 12a. Calls on the Commission and the Member States, in cooperation with social partners and VET providers, to develop comprehensive and actionable strategies to strengthen the well-being of learners, teachers and trainers across VET learning environments, including through monitoring and reporting tools, access to counselling and guidance, financial support, professional development and awareness-raising; in this context, stresses the importance of special education professionals, psychologists and assistants in addressing the individual needs of all VET learners; |
| Motion for a resolution | Amendment |
|---|---|
| 12a. Calls on the Commission and the Member States to prohibit unpaid apprenticeships, traineeships and work-based learning placements in VET, and to ensure that all apprentices and trainees receive appropriate remuneration, full social protection, safe working conditions, effective mentoring and protection against substitution of regular employment |
| Motion for a resolution | Amendment |
|---|---|
| 12a. Recognises the transformative potential of AI as a catalyst for the modernisation of VET systems in Europe; calls for the strategic integration of AI tools to support curriculum innovation, personalised learning, professional development and skills assessment; |
| Motion for a resolution | Amendment |
|---|---|
| 12a. Stresses the importance of promoting vocational pathways among young people through stronger career guidance, cooperation with families and local employers, and awareness campaigns highlighting employment opportunities in technical and vocational professions; |
| Motion for a resolution | Amendment |
|---|---|
| 12b. Calls on the Commission and the Member States to address growing shortages of VET teachers and trainers by improving the attractiveness, social recognition and remuneration of the profession, ensuring good working conditions, professional autonomy and career progression, and supporting mentoring, peer learning and possibilities for professional development; |
| Motion for a resolution | Amendment |
|---|---|
| 12b. Calls on the Commission, the Member States and relevant stakeholders to promote skills-first approaches in recruitment, progression and access to services; stresses that VET graduates may face structural disadvantages due to lower signalling value of vocational qualifications compared to academic diplomas; |
| Motion for a resolution | Amendment |
|---|---|
| 12b. Calls for targeted measures to increase participation in VET among women, persons with disabilities, migrants, racialised minorities, older workers and people from disadvantaged socio-economic backgrounds, including financial support, guidance services and anti-discrimination measures |
| Motion for a resolution | Amendment |
|---|---|
| 12b. Stresses the importance of supporting vocational education and training in rural, remote and economically disadvantaged regions in order to combat depopulation, strengthen local labour markets and preserve traditional skills and crafts; |
| Motion for a resolution | Amendment |
|---|---|
| 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; | 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls on the European Commission to establish a VET Diploma, in line with the Union of Skills Communication, with bottom-up initiatives to promote the update of curricula, international relevance and increased mobility opportunities; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; while fully respecting Member States' competence regarding professional qualifications and regulated professions; |
| Motion for a resolution | Amendment |
|---|---|
| 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; | 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; further stresses that enhanced mobility and skills recognition should be accompanied by measures aimed at preventing disproportionate brain drain and the exacerbation of labour shortages in less affluent Member States and regions, including through targeted investment, skills retention strategies and incentives that support balanced economic convergence and the development of local labour markets across the Union; |
| Motion for a resolution | Amendment |
|---|---|
| 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; | 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; Stresses that enhanced mobility must not contribute to social dumping or the erosion of labour standards and should be accompanied by effective enforcement of labour rights across the Union |
| Motion for a resolution | Amendment |
|---|---|
| 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; | 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge, and that measures under the initiatives should be supported by adequate safeguards based on equality and basic rights for migrant workers under applicable international labour standards; |
Romana Jerković, Estelle Ceulemans, Vilija Blinkevičiūtė, Marianne Vind, Idoia Mendia, Alicia Homs Ginel
| Motion for a resolution | Amendment |
|---|---|
| 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; | 13. Stresses the importance of the recognition of qualifications and diplomas to ensure freedom of movement and to promote fair study mobility for VET students, apprentices and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; |
| Motion for a resolution | Amendment |
|---|---|
| 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; | 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard, including through the Erasmus+ programme; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; |
| Motion for a resolution | Amendment |
|---|---|
| 13. Stresses the importance of diplomas and skills recognition to ensure freedom of movement for VET students and workers, and address the low number of mobility opportunities in this regard; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; | 13. Stresses the importance of qualifications and skills recognition to ensure freedom of movement and address fair study mobility for VET students, and fair labour mobility for all apprentices and workers; calls for the upcoming Skills Portability Initiative to deliver a coherent EU ecosystem for skills recognition and mobility, ensuring interoperability between Europass, the multilingual classification of the European Skills, Competences and Occupations, national qualifications frameworks, micro-credentials and digital credentials; emphasises that this system should be transparent, citizen-friendly, digital and free of charge; |
| Motion for a resolution | Amendment |
|---|---|
| 13a. Points out that occupations linked to VET have the necessary flexibility to be carried out anywhere, and that, therefore, mobility in the context of VET is one of the important tools in the fight against unemployment, as it enhances employability, reduces the skills gap and facilitates job matching, especially for young people, providing skills and a unique experience of the kind needed to be competitive in today’s labour markets within the EU; encourages Member States to promote the full range of opportunities offered by the Erasmus+ programme, which provides young people not only with opportunities to study abroad, but also with opportunities for apprenticeships and work placements; |
| Motion for a resolution | Amendment |
|---|---|
| 13a. Calls on the Commission and the Member States to establish regional pilot areas for skills and qualifications portability, building on existing cross-border cooperation frameworks such as the Benelux Union and their neighbouring border regions, in order to test innovative approaches to the recognition, validation and automatic portability of qualifications, skills and micro-credentials across borders; considers that successful pilot projects could generate valuable evidence, strengthen mutual trust between competent authorities and create positive spill-over effects for wider implementation across the Union; |
| Motion for a resolution | Amendment |
|---|---|
| 13a. Stresses the need to move towards the automatic recognition of academic and professional qualifications between Member States for comparable levels of education, in order to reduce barriers to mobility and strengthen the functioning of the Single Market for education and labour, calls on the Commission and the Member States to ensure that vocational education and training (VET) qualifications are assessed on an equal basis with academic qualifications, based on learning outcomes rather than solely on formal study pathways. |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 13a. Emphasises that improved recognition and portability of vocational qualifications should contribute not only to labour mobility but also to a better matching of skills and labour-market needs across the Union; |
| Motion for a resolution | Amendment |
|---|---|
| 13b. Underlines the need to reinforce the European Qualifications Framework (EQF) as a common reference for the comparability of qualifications, in order to reduce divergences between national systems and facilitate cross-border recognition, highlights the need to reduce discretionary practices in the recognition of qualifications across Member States by promoting common criteria and standardised timelines based on shared learning outcomes; supports the objective of a genuine European Education Area in which the recognition of academic and vocational qualifications progressively becomes automatic, strengthening mutual trust between education systems and facilitating the mobility of skilled workers. |
| Motion for a resolution | Amendment |
|---|---|
| 13b. Calls for the development of interoperable, secure and verifiable digital credentials for qualifications and professional skills, issued by competent and recognised authorities, and easily shareable across borders, while ensuring coherence with existing EU initiatives and maintaining standards; considers the potential of AI for the recognition of qualifications and micro-credentials; encourages the development of European AI-enabled certification mechanisms to enhance the transparency and transferability of VET qualifications across Member States |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Henrik Dahl, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 13b. Calls on the Commission and the Member States to further simplify and accelerate the recognition of vocational qualifications across the Union, while respecting national competences, in order to facilitate labour mobility and address skills shortages; |
| Motion for a resolution | Amendment |
|---|---|
| 13c. Highlights the value of structured work-based learning schemes, including apprenticeships and dual education and training systems, as essential tools to facilitate the transition from education to the labour market and to ensure the acquisition of skills aligned with economic and social needs; calls on the Member States to strengthen, expand and fully integrate such schemes within national education and training systems, ensuring high-quality and well-supervised placements not only in the private sector and within businesses, but also in public administrations, research centres, voluntary organisations and the wider third sector, so as to provide students with a broader, more inclusive and diversified range of learning opportunities. |
| Motion for a resolution | Amendment |
|---|---|
| 13c. Welcomes the European Court of Auditors' special report on the recognition of professional qualifications in the EU and calls on the Commission and Member States to implement its recommendations, in particular reducing deadlines for recognition through the automatic system for sectoral professions for temporary and permanent mobility |
Angelika Winzig, Eleonora Meleti, Andrea Wechsler, Romana Tomc, Andrzej Buła, Martine Kemp, Letizia Moratti
| Motion for a resolution | Amendment |
|---|---|
| 13c. Encourages the development of skills and training partnerships with third countries in sectors facing persistent labour shortages, combining high-quality training opportunities with transparent recognition pathways and mutually beneficial mobility arrangements; |
Angelika Winzig, Eleonora Meleti, Miriam Lexmann, Andrea Wechsler, Romana Tomc, Martine Kemp, Letizia Moratti, Maravillas Abadía Jover
| Motion for a resolution | Amendment |
|---|---|
| 14. Regrets the fact that uptake of Common Training Frameworks under Directive 2005/36/EC5 has been limited, and calls on the Commission, the Member States and the relevant professional bodies to actively promote their development and implementation in vocational sectors, where common training requirements could support professional mobility and address skills shortages; | 14. Notes that uptake of Common Training Frameworks under Directive 2005/36/EC5 has been limited, and calls on the Commission to assess the reasons for this limited uptake, identify potential barriers to their development and use, and explore ways to promote their uptake in sectors where common training requirements could support professional mobility and help address skills shortages; |
| 5 Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications (OJ L 255, 30.9.2005, p. 22, ELI: http://data.europa.eu/eli/dir/2005/36/oj). | 5 Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications (OJ L 255, 30.9.2005, p. 22, ELI: http://data.europa.eu/eli/dir/2005/36/oj). |
| Motion for a resolution | Amendment |
|---|---|
| 14. Regrets the fact that uptake of Common Training Frameworks under Directive 2005/36/EC5 has been limited, and calls on the Commission, the Member States and the relevant professional bodies to actively promote their development and implementation in vocational sectors, where common training requirements could support professional mobility and address skills shortages; | 14. Regrets the fact that uptake of Common Training Frameworks under Directive 2005/36/EC5 has been limited, and calls on the Commission, the Member States and the relevant professional bodies to actively promote their development and implementation in vocational sectors, where common training requirements could support professional mobility; encourages extension of automatic recognition regimes particularly in sectors experiencing labour shortages or high cross-border mobility, building on successful pilot approaches in regional cooperation frameworks. |
| 5 Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications (OJ L 255, 30.9.2005, p. 22, ELI: http://data.europa.eu/eli/dir/2005/36/oj). | 5 Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications (OJ L 255, 30.9.2005, p. 22, ELI: http://data.europa.eu/eli/dir/2005/36/oj). |
| Motion for a resolution | Amendment |
|---|---|
| 14. Regrets the fact that uptake of Common Training Frameworks under Directive 2005/36/EC5 has been limited, and calls on the Commission, the Member States and the relevant professional bodies to actively promote their development and implementation in vocational sectors, where common training requirements could support professional mobility and address skills shortages; | 14. Regrets the fact that uptake of Common Training Frameworks under Directive 2005/36/EC5 has been limited, and calls on the Commission, the Member States and the relevant professional bodies to actively promote their development and implementation in vocational sectors, where common training requirements could support professional mobility and address skills shortages; Calls on the Commission and the Member States to strengthen cross-border cooperation between labour inspectorates and relevant authorities in order to combat fraud, bogus self-employment, exploitation and undeclared work affecting mobile workers in vocational occupations; |
| 5 Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications (OJ L 255, 30.9.2005, p. 22, ELI: http://data.europa.eu/eli/dir/2005/36/oj). | 5 Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications (OJ L 255, 30.9.2005, p. 22, ELI: http://data.europa.eu/eli/dir/2005/36/oj). |
| Motion for a resolution | Amendment |
|---|---|
| 14a. Calls for common EU procedural principles for recognition of third-country nationals’ qualifications, including transparent timelines, clear criteria, and the systematic use of skills-based assessments, such as practical tests and validation of prior learning where documentation is incomplete. |
| Motion for a resolution | Amendment |
|---|---|
| 14a. Calls on the Commission to assess the impact of excessive regulatory burdens on vocational professions and to identify opportunities for simplification that can facilitate access to employment, entrepreneurship and self-employment for vocational graduates. |
| Motion for a resolution | Amendment |
|---|---|
| 14b. Calls on Member States and the Commission to strengthen the use of ESCO as a common reference language for skills in non-regulated professions, enabling employers, employment services and platforms to better recognise and compare skills across borders and sectors. |
| Motion for a resolution | Amendment |
|---|---|
| 14b. Recognises the essential role of vocational professions in safeguarding Europe's manufacturing base, energy security, transport systems, construction sector and strategic infrastructure, and calls for vocational education policies to reflect these priorities. |
| Motion for a resolution | Amendment |
|---|---|
| 14c. Calls on the Commission to explore WorldSkills Occupational Standards as a key reference framework in the development of European initiatives on skills recognition, transparency and recognition in IVET; considers that these standards provide a robust, practice-based methodology for defining entry-level occupational competencies and can significantly enhance cross-border comparability and labour mobility. |
| Motion for a resolution | Amendment |
|---|---|
| 14d. Emphasises the need to establish a common EU reference framework for recognition of VET qualifications, based on existing tools such as EQF and learning outcomes; considers that greater coherence between the Copenhagen and Bologna Processes is needed; welcomes the Commission’s intention to explore the extension of the European Credit Transfer and Accumulation System (ECTS) to VET, as part of efforts to strengthen permeability between education sectors; underlines, however, that such an extension must be accompanied by robust, trust-based quality assurance mechanisms; |
| Motion for a resolution | Amendment |
|---|---|
| 14e. Calls for the establishment of a European network between quality assurance (QA) agencies for VET, similar to EQAR in academic education, to enable systematic peer learning, coordination, and trust-building across QA systems; |
| Motion for a resolution | Amendment |
|---|---|
| 14f. Supports the development of transnational joint VET programmes; calls for exploring a voluntary European VET Degree label as a transparency and quality signal for jointly developed programmes, helping to strengthen recognition, mobility, and employability across Europe; |
| Motion for a resolution | Amendment |
|---|---|
| 14g. Calls on the Commission and Member States to strengthen flexible and permeable education and training systems by promoting modularity and expanding the recognition and validation of prior learning, including non-formal and informal learning, to facilitate re-entry into education and training; encourages the availability of flexible delivery modes, including part-time, blended and online learning, to accommodate learners with caring responsibilities, employment commitments or interrupted educational pathways; calls on the European Commission to update the 2020 Council Recommendation on VET for sustainable competitiveness, social fairness and resilience by introducing quantitative targets for curricula flexibility and modularity in VET; |
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- Licensed CC BY 4.0.
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- 25 September 2026
Cite as
European Parliament (2026). “AMENDMENTS 1 - 199 - Draft report Boosting skills in the Union – opportunities for vocational education and training in times of transition”. Text, 22 June 2026. docId EMPL-AM-790034. EU Parl Watch Research. https://news.eu-parl.st-solutions.dev/texts/EMPL-AM-790034 (retrieved 25 September 2026). Data: EP Open Data API: document record, https://data.europarl.europa.eu/api/v2/documents/EMPL-AM-790034 (CC BY 4.0).
BibTeX
@misc{epw-text-empl-am-790034,
author = {{European Parliament}},
title = {{AMENDMENTS 1 - 199 - Draft report Boosting skills in the Union – opportunities for vocational education and training in times of transition}},
year = {2026},
date = {2026-06-22},
howpublished = {\url{https://news.eu-parl.st-solutions.dev/texts/EMPL-AM-790034}},
url = {https://news.eu-parl.st-solutions.dev/texts/EMPL-AM-790034},
urldate = {2026-09-25},
publisher = {EU Parl Watch Research},
note = {Text. docId EMPL-AM-790034. Data: EP Open Data API: document record (CC BY 4.0)}
}