Translation of "Exposé formel " (French → English) :

16. Calls for an ambitious, holistic policy approach which looks at education, training, employment and self-employment initiatives, for all young people at all the various levels, in an integrated way; points out that it is essential to target the transition between the different educational and training pathways and recognise competences based on non-formal and informal learning; stresses that income security and trust in labour market prospects are essential pre-conditions for choosing higher education and that young people with a higher risk of exclusion are overly affected by this;

31. Calls on the Commission to follow up and report on the operation of this new system; notes the fact that the issues which have required clarification between the EEAS and the Commission are being addressed in the ‘Working Arrangements between Commission services and the EEAS in relation to external relations issues’; asks the Commission to submit the document to the competent committees of the Parliament when it is finalised, along with a summary of the outstanding issues between the Commission and the EEAS and the strategy to address these issues, as well as the formal clarification in relation to potential flexibility in the use ...[+++]of human resources in Union Delegations;

improving the performance of young people at high risk of early school leaving and with low basic skills in line with the framework laid down in the 2011 Council Recommendation , for instance through the early identification of low achievers in basic skills across all phases of schooling, by providing individualised support — while validating the knowledge, skills and competences acquired in non-formal and informal settings — and by combating the causes of low achievement with the help of high quality and accessible early childhood education and care.

29. Considers that the progress made in adapting school curricula to key competences is a positive step, but that it is vital to make further efforts, notably through the recognition and certification of skills acquired in non-formal and informal education, and to support the acquisition of key competences for those at risk of educational under-achievement and social exclusion;

use an approach based on learning outcomes when defining and describing qualifications, and promote the validation of non-formal and informal learning in accordance with the common European principles agreed in the Council conclusions of 28 May 2004, paying particular attention to those citizens most likely to be subject to unemployment or insecure forms of employment, for whom such an approach could help increase participation in lifelong learning and access to the labour market.

A legal framework for formal co-operation between public authorities is much needed to build the consumer internal market and whilst its further development would clearly complement any regulatory reform as outlined under sections 3 and 4, there is still a clear independent need for such mechanisms.