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Blended learning

Sprejeta on 20/10/2021
Referenca: 
SOC/701-EESC-2021
Referral: 
COM(2021) 455 final 2021/0255 NLE
General Rapporteur: 
Tatjana BABRAUSKIENĖ (Workers - GR II/Lithuania), Michael MCLOUGHLIN (Diversity Europe - GR III/Ireland) (Workers - GR II)
Plenarno zasedanje: 
564 -
Oct 20, 2021 Oct 21, 2021

The EESC welcomes the proposal's intention to implement the EPSR and other EU initiatives aimed at making quality and inclusive education a reality within the green and digital transitions. The EESC calls on Member States to ensure that blended learning is not detrimental to the social value of education or to the relevance of face-to-face teaching. They need to ensure that blended learning is established to support the quality and inclusion of education, in particular for children in need. The EESC notes that well-developed blended learning needs to be supported by sustainable public investment and should be implemented in curricula with a whole-school approach, taking into consideration the needs of teachers, students and their families.

Mnenje EESO: Blended learning

How to promote, based on education and training, from a lifelong learning perspective, the skills needed for Europe to establish a more just, more cohesive, more sustainable, more digital and more resilient society

Sprejeta on 27/04/2021
Referenca: 
SOC/663-EESC-2020
Rapporteur: 
Tatjana BABRAUSKIENĖ (Workers - GR II / Lithuania)

The EESC recommends, in order to achieve high-quality and inclusive education and training and lifelong learning for all, establishing achievable long-term goals and a constant monitoring system within the European Education Area (EEA) for each Member State. The teaching of key competences, including social sensitivity, empathy, intercultural dialogue and citizenship skills, should be applied across the whole education and training process. This opinion also points at the importance of taking a holistic approach to the implementation of recent EU initiatives on education, vocational education and training, skills, youth education and digital skills. The EESC calls on Member States to ensure effective support for those facing difficulties in accessing quality and inclusive adult education and training, via targeted funding for those in need, such as the unemployed, non-standard workers, the low-skilled and people with disabilities.

Mnenje EESO: How to promote, based on education and training, from a lifelong learning perspective, the skills needed for Europe to establish a more just, more cohesive, more sustainable, more digital and more resilient society

Vocational training: the effectiveness of systems to anticipate and match skills and labour market needs and the role of social partners and different stakeholders

Sprejeta on 27/04/2021
Referenca: 
SOC/661-EESC-2020
Rapporteur: 
Jean-Michel POTTIER (Employers - GR I / France)

The EESC stresses the crucial importance of having effective training systems and the ability to anticipate skills needs at a time of profound upheavals due to the COVID-19 crisis. The EESC considers the social partners to be effective players in designing and managing training systems. They are very well placed to measure the skills needs of the labour market and must systematically play a major role in the development of qualifications and their content.

The EESC recommends drawing up national strategic agreements on vocational training and guidance, on the basis of negotiations between the authorities and the social partners, involving vocational education and training stakeholders.

Mnenje EESO: Vocational training: the effectiveness of systems to anticipate and match skills and labour market needs and the role of social partners and different stakeholders

Towards an EU strategy for enhancing green skills and competences for all (own-initiative opinion)

Sprejeta on 02/12/2020
Referenca: 
SOC/636-EESC-2020
Rapporteur: 
Tatjana BABRAUSKIENĖ (Workers - GR II / Lithuania)

This opinion is being prepared at a time where the shift to a low-carbon economy is more urgent than ever and where new "green" occupations emerge and existing jobs need to be "greened". This implies needs for new skill sets, which necessitate updated curricula or even new qualifications across education and training levels. These new "green skills" can range from very technical and job-specific skills to "softer" skills such as responsible use of resources, which can be relevant across occupations, levels of hierarchy and sectors. While the "greening" of the economy creates skill needs, particularly in specific sectors such as energy and resource efficiency, construction and manufacturing, moving towards a circular economy creates "green" skill needs across the board.

Mnenje EESO: Towards an EU strategy for enhancing green skills and competences for all (own-initiative opinion)

Recovery plan for Europe and the Multiannual Financial Framework 2021-2027

Sprejeta on 15/07/2020
Referenca: 
ECO/523-EESC-2020-02886-00-00-AC-TRA
Referral: 
COM(2020) 441 final 2020/0111 NLECOM(2020) 442 final COM(2020) 442 final COM(2020) 443 final 2018/0166 APPCOM(2020) 443 final 2018/0166 APPCOM(2020) 445 final 2018/0135 CNSCOM(2020) 446 final 2020/0109 APPCOM(2020) 446 final 2020/0109 APPCOM(2020) 456 final COM(2020) 459 final 2018/0224 COD
Rapporteur: 
Petru Sorin DANDEA (Workers - GR II/Romania), Tommaso DI FAZIO (/Italy), Petr ZAHRADNÍK (/Czech Republic) (Workers - GR II / Romania)

The EESC strongly supports the Commission's proposal – Next Generation EU – as a specific tool for a quick and effective recovery.

The EESC takes a very positive view of the Commission's two main decisions:

  1. to introduce an extraordinary financial recovery instrument as part of the multiannual financial framework
  2. to raise common debt, which will be repaid over a long period of time, and prevent the extraordinary financial burden from falling directly on the Member States in the short run.

The EESC strongly welcomes the fact that the newly proposed instrument should be closely coordinated with the European Semester process, and furthermore welcomes the Commission's proposal to introduce additional genuine own resources based on different taxes (revenues from the EU Emissions Trading System, digital taxation, large companies' revenues).

Mnenje EESO: Recovery plan for Europe and the Multiannual Financial Framework 2021-2027

Sustainable funding for lifelong learning and development of skills, in the context of a shortage of skilled labour (Exploratory opinion at the request of the Croatian presidency)

Sprejeta on 05/05/2020
Referenca: 
SOC/629-EESC-2019
Rapporteur: 
Tatjana BABRAUSKIENĖ (Workers - GR II / Lithuania)
Co-rapporteur: 
Pavel TRANTINA (Czech Republic)

Mnenje EESO: Sustainable funding for lifelong learning and development of skills, in the context of a shortage of skilled labour (Exploratory opinion at the request of the Croatian presidency)

EIT/Recast

Sprejeta on 30/10/2019
Referenca: 
INT/890-EESC-04496-00-00-AC-TRA
Referral: 
COM(2019) 331 final 2019/0151 CODCOM(2019) 331 final 2019/0151 COD
Rapporteur: 
Antonello PEZZINI (Italy)

The European Institute of Innovation and Technology (EIT) Regulation, adopted in 2008, sets out its mission and tasks, as well as the framework for its operation. This regulation was amended in 2013 to bring it in line with the Horizon 2020 programme.
For the period 2021-2027, Horizon Europe will be the Union program that will finance the EIT. Since a number of provisions of the EIT Regulation refer directly to the current Horizon 2020 program, these provisions need to be amended to make them compatible with the forthcoming EU Framework Programmes for research and innovation. It is therefore proposed to make the new EIT Regulation temporally neutral, so that it would in principle not be necessary to modify it at the end of each MFF or that the changes would be only minimal. It is proposed to amend it by means of the legislative recasting technique to ensure greater legal clarity and readability.

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