In its opinion, the EESC acknowledges the positive role that apprenticeships can play in improving employability and providing for skills that are relevant to the labour market, for both young persons and adults. The Committee appreciates the fact that Member States are invited to promote the active involvement of social partners regarding apprenticeship schemes. Furthermore, the Committee also believes that apprentices themselves and other relevant stakeholders – such as youth and parent organisations and students' unions should also be actively involved. Also, the EESC considers that apprentices should be able to influence their learning experience, to create more productive learning experiences. The EESC also calls for initiatives that explore the potential of transnational mobility of apprentices in the EU.
Policy Learning Forum (PLF) on "Upskilling pathways: a vision for the future" - Related Opinions
The EESC agrees with the principles of the initiatives. It believes that education policies should also refer to the value of cultural diversity and tolerance, and that the responsibility of all parties in educating people should be stressed. It wishes a more a holistic strategy that would also highlight the role of real-life educators and the importance of social sciences and humanities. It considers essential an effective social dialogue, and encourages the Member States to establish the needed education systems.
The EESC is pleased that the Maltese Presidency has chosen "High quality education for all" as an priority theme. However, the EESC fears that the value of this initiative could be lost when austerity measures still apply to many of our societies, hindering them to fully benefit from high quality education. Europe should not forget the essential role played by high quality education for all in building up a European society committed to upholding fundamental rights and values.
The EESC welcomes the New Skills Agenda for Europe. However, it wishes to see more innovative solutions in the fields of education and skills development, as Europe needs a genuine paradigm shift in the goals and functioning of the education sector. The EESC considers that helping individuals to acquire a minimum set of skills is not enough, and that it is crucial to ensure that a Skills Guarantee becomes a guaranteed pathway that enables people to advance and reach the highest achievable level of skills. The Committee calls for more focus on social and gender perspectives, non-formal and informal learning and entrepreneurship as a life skill. It also regrets the lack of new financing to back up the Agenda and encourages more dialogue with organised civil society.
Developing a benchmark to measure the correlation between dual training systems and youth unemployment would be a powerful tool to ensure the necessary policy attention for the apprenticeship agenda and to recommend dual training systems to Member states where they do not exist or do not function well.