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听听Die Pr盲sidentin. 鈥� Als n盲chster Punkt der Tagesordnung folgt die kurze Darstellung des Berichts von Anna Zalewska 眉ber die F枚rderung und Gestaltung der Berufsbildung als Instrument f眉r den Erfolg der Arbeitnehmer und als Baustein f眉r die Wirtschaft der EU in der neuen Industrie 4.0 () (A9-0232/2023).

听听Anna Zalewska, Sprawozdawczyni. 鈥� Pani Przewodnicz膮ca! Panie Komisarzu! Sp臋dza Pan z nami dzisiaj bardzo pracowity wiecz贸r. To rzeczywi艣cie du偶a satysfakcja, 偶e w Europejskim Roku Umiej臋tno艣ci chcemy przyj膮膰 sprawozdanie o kompetencjach 4.0. Zanim b臋d臋 m贸wi艂a o sprawozdaniu, chc臋 podzi臋kowa膰 kompetentnym, posiadaj膮cym ogromne umiej臋tno艣ci kole偶ankom i kolegom sprawozdawcom cieniom, jak r贸wnie偶 ich doradcom, bo rzeczywi艣cie rozumieli艣my si臋 w lot, dogadywali艣my si臋 przy ka偶dym kompromisie czy poprawce. Rzeczywi艣cie 艣wiat zmienia si臋 w tempie, nad kt贸rym nie mo偶emy przej艣膰 do porz膮dku dziennego. Musimy sprosta膰 wyzwaniom. To 艣wiat 4.0. Pewnie za moment b臋dzie 5.0.

Potrzebujemy nowych kompetencji, tych kompetencji, kt贸re potrzebne s膮 przede wszystkim w 艣wiecie cyfrowym, bo to ju偶 nie tylko te podstawowe umiej臋tno艣ci, ale te偶 te zwi膮zane z zarz膮dzaniem, programowaniem, analizowaniem, prezentacj膮, jak r贸wnie偶 umiej臋tno艣ci wymuszane przez inny spos贸b funkcjonowania, edukacji czy pracy. I inaczej wygl膮daj膮 stosunki personalne, interpersonalne, spo艂eczne, istniej膮 zupe艂nie inne potrzeby organizacyjne, ale oczywi艣cie o wszystkim tym pami臋tamy, bo wyznaczali艣my te偶 i trendy, i potrzeby, kt贸re s膮 konieczne do zrealizowania, a nie tylko diagnozowali艣my sytuacj臋. Pokazywali艣my, 偶e konieczne jest, aby firma by艂a w szkole, szko艂a w firmie, 偶eby indywidualizowa膰 przez ca艂e 偶ycie r贸偶ne 艣cie偶ki doskonalenia, 偶eby wspiera膰 pokolenia, 偶eby mentor m贸g艂 uczy膰 i pokazywa膰 i wychowywa膰 nowego pracownika.

Podkre艣lali艣my r贸wnie偶 w sprawozdaniu, 偶e wa偶ne jest, 偶eby promowa膰 firmy, kt贸re potrafi膮 w taki spos贸b edukowa膰 swoich pracownik贸w, dawa膰 im satysfakcj臋, uznawa膰, 偶e s膮 z nimi ca艂y czas. To zreszt膮 dla swojego w艂asnego dobra i dobra rynku i konkurencyjno艣ci. A z drugiej strony, 偶eby szko艂a, edukacja zrozumia艂a, 偶e w firma mo偶e by膰 w艂a艣ciwie online, 偶e razem powinni si臋 kszta艂ci膰 i razem powinni przygotowywa膰 pracownika do rynku pracy.

Jednocze艣nie podkre艣lali艣my, 偶e promocja firmy, kt贸ra potrafi wspiera膰 pracownika, ma takie kompetencje, 偶eby posiada艂 wszystko to, czego potrzebuje rynek 4.0, 偶e te偶 firma taka powinna by膰 promowana, te偶 powinna funkcjonowa膰 jako wz贸r, jako przyk艂ad do na艣ladowania. Oczywi艣cie wszystko to zostawiamy pa艅stwom cz艂onkowskim, bo to s膮 ich kompetencje.

Na ko艅cu mog臋 tylko powiedzie膰, 偶e tak膮 form膮 promocji s膮 w tym roku Euro Skillsy, i zapraszam wszystkich serdecznie: odbywaj膮 si臋 w Polsce, w Gda艅sku, w pierwszym tygodniu wrze艣nia. Mam nadziej臋, 偶e b臋d膮 Pa艅stwo 艣ledzi膰, jak ci, kt贸rzy rozwijaj膮 swoje kompetencje, jak ci, kt贸rzy promuj膮 szkolnictwo zawodowe, bran偶owe b臋d膮 ze sob膮 rywalizowa膰. Jeszcze raz dzi臋kuj臋 za doskona艂膮 prac臋.

Spontane Wortmeldungen

听听Stanislav Pol膷谩k (PPE). 鈥� Pan铆 p艡edsedaj铆c铆, j谩 tento bod dne拧n铆 rozpravy velmi v铆t谩m. V铆t谩m zpr谩vu kolegyn臎 Zalewsk茅, proto啪e Evropsk媒 rok kvalifikac铆 ukazuje, co je na拧铆 nejz谩sadn臎j拧铆 v媒zvou, co p艡edstavuje nejv臎t拧铆 v媒zvu pro budouc铆 obdob铆, a to je ot谩zka pr谩v臎 rozvoje kvalifikace na拧ich zam臎stnanc暖.

Na t茅 zpr谩v臎 je mimo jin茅 zaj铆mav茅, 啪e do roku 2030 bude 40 % Evropan暖 啪铆t v regionech, kde bude doch谩zet k 煤bytku pracovn铆ch m铆st. To znamen谩, je evidentn铆, 啪e nejv臎t拧铆 v媒zvu p艡edstavuj铆 kompetence, celo啪ivotn铆 vzd臎l谩v谩n铆. A nejen pro t茅ma Pr暖mysl 4.0, p艡ijde dal拧铆 t茅ma Pr暖mysl 5.0.

My evidentn臎 budeme pot艡ebovat ka啪d茅ho v pracovn铆m procesu a nikdo nebude moct b媒t opomenut pr谩v臎 ve vzd臎l谩v谩n铆, b媒t diskriminov谩n v p艡铆stupu ke vzd臎l谩v谩n铆. To jsou velk茅 v媒zvy a jsem r谩d, 啪e se tomu skute膷n臎 v臎nujeme. Nejv臎t拧铆 v媒zvou pro na拧i budoucnost je skute膷n臎 u膷it se.

听听Ilana Cicurel (Renew). 鈥� Madame la Pr茅sidente, faire de la voie professionnelle une voie d鈥檈xcellence est un combat que je porte dans mon pays, la France, comme au sein de ce Parlement. La voie professionnelle doit cesser d鈥櫭猼re une voie par d茅faut et devenir une voie choisie parce qu鈥檈lle conduit 脿 l鈥檈mploi et 脿 l鈥櫭﹑anouissement personnel.

Je voudrais insister sur une des composantes de la valorisation de la voie professionnelle: la mobilit茅 europ茅enne. Monsieur le Commissaire, vous avez annonc茅 le lancement d鈥檜n nouveau cadre de la mobilit茅 europ茅enne en cette Ann茅e europ茅enne des comp茅tences. Nous demandons que la mobilit茅 courte et longue des apprentis et des alternants en soit la priorit茅. Parce que la valorisation d鈥檜ne fili猫re va toujours de pair avec son internationalisation. Parce que la mobilit茅 permet d鈥檃cqu茅rir de nouveaux savoirs. Parce qu鈥檈lle permet 脿 nos jeunes de d茅velopper ce que l鈥檕n appelle les comp茅tences du XXIe听si猫cle: confiance en eux parce qu鈥檕n leur a fait confiance, capacit茅 de s鈥檃dapter 脿 un contexte nouveau, 脿 travailler en 茅quipe, 脿 avoir un esprit d鈥檌nitiative, 脿 sortir de leur zone de confort, 脿 d茅couvrir les ressources insoup莽onn茅es qu鈥檌ls ont en eux et que la mobilit茅 r茅v猫le.

C鈥檈st un cadeau que l鈥橢urope leur fait et se fait 脿 elle-m锚me, car ils deviendront demain d鈥檈xcellents professionnels qui contribueront au rayonnement de notre union.

听听Sandra Pereira (The Left). 鈥� Senhora Presidente, estamos aqui a falar sobre a promo莽茫o da forma莽茫o profissional em raz茫o de uma crescente procura por parte das empresas para uma chamada Ind煤stria 4.0, que se traduz em trabalhos com elevadas exig锚ncias digitais.

Preocupa-nos que a forma莽茫o profissional possa ser uma forma de escamotear os reais n煤meros do desemprego, n茫o promovendo o emprego com direitos; que possa ser uma forma de ocupar quem quer trabalhar, mas que, no final, em vez de um emprego com direitos, conseguir谩, na melhor das hip贸teses, um est谩gio.

Reconhecemos o valor da forma莽茫o profissional no refor莽o e na atualiza莽茫o de compet锚ncias e defendemos igualmente que esteja ao servi莽o da valoriza莽茫o profissional e salarial e da progress茫o nas carreiras.

Uma palavra de solidariedade para com os trabalhadores da Refinaria de Matosinhos, que devido ao encerramento da mesma est茫o h谩 mais de dois anos no desemprego, aguardando a forma莽茫o profissional que lhes abriria portas para um emprego, no m铆nimo com as mesmas condi莽玫es, mas que n茫o aconteceu em nome de uma transi莽茫o que de justa tem muito pouco e que deixa trabalhadores para tr谩s.

(Ende der spontanen Wortmeldungen)

听听Nicolas Schmit, Member of the Commission. 鈥� Madam President, honourable Members, first I would like to express my gratitude for the 合法博彩网站鈥檚 important work on skills and especially also the very strong support you give to the success of the European Year of Skills. We all know that skills are a critical factor for enabling the green and digital transitions, as well as to foster quality job creation and Europe鈥檚 competitiveness. The rapid changes in EU labour markets put skills policy at the centre of today鈥檚 action. That is why we have launched the European Year of Skills.

Your report on fostering and adopting vocational training as a tool for employees鈥� success and a building block for the European economy in the new industry 4.0 鈥� the Commission absolutely welcomes this report because it gives us a lot of good ideas of strong analysis, but especially also very practical proposals.

We fully support your call for well-functioning and modern continuing vocational education and training systems, with companies investing more in upskilling and reskilling and governments creating favourable conditions for such investments. I can say that I am personally a fan of EuroSkills. I visited, in my previous function, different EuroSkills and I must say, when you look at the enthusiasm of these young people, you can only support this initiative, which leads to better and broader vocational training systems. I will personally be in Gda艅sk for the next EuroSkills in September.

Now there will be no Green Deal industrial plan, there will be no Green Deal without investing in people鈥檚 鈥� and especially also in young people鈥檚 鈥� skills. We really have to encourage young people to choose vocational training. And my experience shows me also that particularly in many areas very much linked to the green economy, but also to the digital economy, the right way is vocational training. We are already, we have a major lack of professionals in many areas which are very much linked to the greening of our economy to implement the Green Deal, but also in the area of digital skills. And there are a lot of ways how we can really help young people or people who have to change their professional orientation through vocational training or something which is very close to vocational training, not going back to school, the classical schoolrooms, but especially learning by doing, learning independently, learning by in a team. And you referred very much to the soft skills which are very important also in this major transformation we are going through.

Member States agreed to modernise vocational education and training to make it more attractive. And I think this is a big issue. How can we make vocational training more attractive? How can we bring more young people back to vocational training? I know that in many countries there is a lack of young people choosing vocational training, choosing the different professions you can learn by vocational training. In 2020, it was the German Presidency, the Council recommendation on that was adapted and improved, as well as the famous Osnabr眉ck declaration was adapted, which includes also the request to more mobility for young people in those programmes. These are all instrumental for greater convergence between national systems, and I think we have to encourage Member States to work and to exchange good practices in the area of vocational training.

We are happy to acknowledge the progress on objectives to be reached by 25. The target on work鈥攂ased learning is already achieved, and with nearly 80% in 2022, we are on track to reach our employment target for vocational graduates of 82% by 25. This is crucial since many jobs linked to the green and digital transitions will be technical and will require vocational education and training, they will also require up鈥� and reskilling of the working age population. However, analysis shows that the EU is not on a par with other parts of the world in new technologies. Some 8% of adult workers in the EU work with robots and 9% of adult workers work with 3D printers as part of their main job.

In your report, you have pointed out critical challenges. Some 77% of businesses cannot find the talent they need, and in our fast鈥攑aced environment, technology changes quickly, triggering new needs. And we all talk now about artificial intelligence: every day there is a new evolution in artificial intelligence, new applications in many areas, in many professions, so we have to make sure that people learn how to handle artificial intelligence. It鈥檚 not a question of how many jobs will disappear, it鈥檚 a question of how many jobs will be transformed by artificial intelligence and how we are able to give people the skills to handle artificial intelligence.

We need to create a culture where the norm is to continuously upskill or reskill. That is why we have set an ambitious EU target that was supported at the Porto Summit in 21, with 60% of adults following a training every year. Your report is right in that we need to pay particular attention to vulnerable groups such as disadvantaged youth, NEETs and Roma people. Yes, we are all complaining about the shortage of skilled labour or labour, and we have 8 million young people who are nowhere, who are just out of the labour market, who are not in education, who are not in training. This is a challenge for Europe, this is a challenge for Member States, and we cannot just leave this challenge out. We have to do something if we want really to address the labour shortage we are facing.

I agree with you also on the role of companies and the need for specific support to SMEs. The Pact for Skills is one of our key initiatives on upskilling and reskilling of adults. So far, 1听500 organisations have committed to upskill at least 10 million people. This is a good result, but it is not yet enough. We have to reskill more, because it鈥檚 millions of people, especially in industries 4.0 鈥� and all industries become 4.0 industries, not only the automotive, all industries are in this process of transformation, so require also good vocational training. And I have seen recently in a big company how they train their young people, how they motivate also young people to choose the vocational way to learn.

So thank you very much for your report. Thank you for your proposals. And we all will be in Poland for the EuroSkills.

听听Die Pr盲sidentin. 鈥� Damit ist dieser Tagesordnungspunkt geschlossen.

Die Abstimmung findet am Dienstag, 11.听Juli 2023, statt.

Schriftliche Erkl盲rungen (Artikel 171)

听听Jaros艂aw Duda (PPE), na pi艣mie. 鈥� Szanowni Pa艅stwo, Ciesz臋 si臋, 偶e podczas obecnej kadencji tak du偶o uwagi po艣wi臋camy sprawom spo艂ecznym, a zw艂aszcza poprawie warunk贸w pracy i 偶ycia os贸b zatrudnionych. Sprawozdanie to jest szczeg贸lnie istotne w kontek艣cie Europejskiego Roku umiej臋tno艣ci. Jestem przekonany, 偶e wysokiej jako艣ci ustawiczne kszta艂cenie i szkolenie zawodowe promuje ide臋 uczenia si臋 przez ca艂e 偶ycie i przyczynia si臋 do dostosowania do dynamicznych zmian na rynku pracy, a co za tym idzie, do wyd艂u偶enia aktywno艣ci zawodowej. Mam na uwadze, 偶e wdro偶enie wysokiej jako艣ci ustawicznego kszta艂cenia i szkolenia zawodowego mo偶e stanowi膰 znaczne obci膮偶enie finansowe, zw艂aszcza dla mikroprzedsi臋biorstw i ma艂ych i 艣rednich przedsi臋biorstw. Dlatego chcia艂bym podkre艣li膰 rol臋 pa艅stw cz艂onkowskich i Komisji Europejskiej w opracowywaniu i wdra偶aniu strategii wspieraj膮cych i zach臋caj膮cych przedsi臋biorstwa do docenienia roli edukacji w miejscu pracy. Wierz臋, 偶e dzi臋ki odpowiednim zach臋tom, programom wspieraj膮cym oraz dzi臋ki cyfryzacji doprowadzimy do zwi臋kszenia dost臋pno艣ci i przyst臋pno艣ci cenowej szkole艅 dla wi臋kszej liczby przedsi臋biorstw i pracownik贸w. Dzi臋kuj臋.

听听L铆via J谩r贸ka (NI), 铆谤谩蝉产补苍. 鈥� Tisztelt K茅pvisel艖t谩rsaim! Ugyan arr贸l nem 茅rdemes megfelejtkezn眉nk, hogy az oktat谩si, k茅pz茅si 茅s k茅szs茅gfejleszt茅si politik谩k tag谩llami hat谩sk枚r al谩 tartoznak, fontos a tag谩llamok k枚z枚tti j贸gyakorlatok k枚lcs枚n枚s megoszt谩s谩nak mechanizmus谩t is ki茅p铆ten眉nk. Az elm煤lt h谩rom 茅v sz谩mos, sz谩munkra mindezid谩ig ismeretlen kih铆v谩s el茅 谩ll铆totta k枚z枚ss茅geinket.

Egy azonban biztos: ha az oktat谩s 茅s kiv谩ltk茅pp a szakk茅pz茅s ter眉let茅t elhanyagoljuk, a j枚v艖 gener谩ci贸inak kit枚r茅si, mobiliz谩ci贸s 茅s felz谩rk贸z谩si lehet艖s茅geit lehetetlen铆tj眉k el. Elfogadhatatlan, hogy 2021-ben a 16-24 茅ves rom谩k 56%-a korl谩tozottan vagy szinte semennyire sem vett r茅szt az oktat谩sban, de m茅g a foglalkoztat谩sban sem. Komplex, a szakpolitik谩kra egys茅gesen v谩laszolni k茅pes strat茅gi谩t kell folytatnunk annak 茅rdek茅ben, hogy ezeken a tendenci谩kon jav铆tani tudjunk.

Magyarorsz谩g komoly eredm茅nyeket 茅rt el a szakk茅pz茅s 谩talak铆t谩sa 茅s az oktat谩si rendszeren bel眉l t枚rt茅n艖 korszer疟s铆t茅se ter眉let茅n. Ez茅rt is elfogadhatatlan az ilyen ir谩ny煤 forr谩smegvon谩s 茅s -visszatart谩s ak谩r Lengyelorsz谩g, ak谩r Magyarorsz谩g eset茅ben. Pr贸b谩ljunk meg v茅gre a szakmai munk谩ra f贸kusz谩lva t茅nyleges cselekv茅si terveket megalkotva eredm茅nyre jutni. Politikai zsarol谩sok 茅s ny铆lt ideol贸giai vit谩k helyett! Aj谩nlom a magyar p茅lda tanulm谩nyoz谩s谩t az 脰n枚k sz谩m谩ra is!

听听脕d谩m K贸sa (NI), 铆谤谩蝉产补苍. 鈥� A szakk茅pz茅s t谩rsadalmi meg铆t茅l茅se a vonz贸bb karrierlehet艖s茅geknek, a mobilit谩si lehet艖s茅geknek, valamint az oktat谩sban alkalmazott digit谩lis megold谩soknak k枚sz枚nhet艖en megv谩ltozott, azonban 鈥� st谩tusz谩nak 茅s arculat谩nak javul谩sa ellen茅re 鈥� m茅g mindig nem az els艖 v谩laszt谩s a fiatalok k枚r茅ben, 茅s azt az 谩ltal谩nos oktat谩st k枚vet艖 m谩sodik, kev茅sb茅 vonz贸 v谩laszt谩si lehet艖s茅gnek tekintik. Emiatt Eur贸pa-szerte 鈥� f枚ldrajzi r茅gi贸k, orsz谩gok szerint elt茅r艖 m茅rt茅kben - sok 谩gazatban hi谩ny mutatkozik a k茅pzett munkaer艖b艖l (eg茅szs茅g眉gy, vend茅gl谩t谩s, 茅p铆t艖ipar, informatikai szolg谩ltat谩sok).

A tan谩ri szakma eg茅sz Eur贸p谩ban egyike az 枚t legmagasabb munkaer艖hi谩nnyal s煤jtott foglalkoz谩snak, amely befoly谩solja azt, hogy mennyire biztos铆that贸 a di谩kok r茅sz茅re az az oktat谩s 茅s k茅pz茅s, amelyre a negyedik ipari forradalomhoz val贸 alkalmazkod谩shoz sz眉ks茅g眉k lesz. M谩sr茅szr艖l a mesters茅ges intelligencia 茅s a virtu谩lis val贸s谩g ter眉let茅n v茅gbement fejl艖d茅s megv谩ltoztatja a szakk茅pz茅s ter眉let茅t is: a k茅pz茅si lehet艖s茅gek hozz谩f茅rhet艖bb茅 茅s megfizethet艖bb茅 v谩lnak. Ki kell haszn谩lni ezeket a lehet艖s茅geket, hogy olyan szakembereket k茅pezz眉nk, akik naprak茅sz tud谩ssal rendelkeznek. A du谩lis k茅pz茅s (a tanulm谩nyok alatti gyakorlati tapasztalatszerz茅s) j贸 ir谩ny, de emellett hangs煤lyt kell fektetni arra is, hogy a c茅gek megtarts谩k a tapasztaltabb munkaer艖t, hiszen 艖k p茅ld谩ul mentor谩lni tudj谩k a p谩ly谩ra bel茅p艖ket.

V茅g眉l, de nem utols贸sorban l茅tfontoss谩g煤, hogy a fogyat茅koss谩ggal 茅l艖 szem茅lyeknek jobb lehet艖s茅gei legyenek a szakk茅pz茅sben val贸 r茅szv茅telre 茅s 煤j k茅szs茅gek elsaj谩t铆t谩s谩ra, mert ez a foglalkoztat谩s 茅s a f眉ggetlens茅g el艖felt茅tele.