### (31) costs should include all costs of the proceedings , including the full costs of legal representation incurred by the defendant unless such costs are excessive. costs of legal representation exceeding amounts laid down in statutory fee tables should not be considered as excessive per se. full compensation of damages should include both material and immaterial damages , such as physical and psychological harm. ### (31) costs should include all costs of the proceedings , including the full costs of legal representation incurred by the defendant unless such costs are excessive. costs of legal representation exceeding amounts laid down in statutory fee tables should not be considered as excessive only upon case by case review by the courts. member states may consider , in accordance to their judicial systems , whether full compensation of damages may include both material and immaterial damages.


### (31) costs should include all costs of the proceedings , including the full costs of legal representation incurred by the defendant unless such costs are excessive. costs of legal representation exceeding amounts laid down in statutory fee tables should not be considered as excessive per se. full compensation of damages should include both material and immaterial damages , such as physical and psychological harm. ### (31) costs should include all types of costs of the proceedings available in the national law , including the full costs of legal representation incurred by the defendant unless such costs are excessive. the court should render the decisions on costs in accordance with national law.


### (33) in the cross-border context , it is also important to recognize the threat of slapps from third countries targeting journalists , human rights defenders and other persons engaged in public participation who are domiciled in the european union. they may involve excessive damages awarded against eu journalists , human rights defenders and others. court proceedings in third-countries are more complex and costly for the targets. to protect democracy and freedom of expression and information in the european union and to avoid that the safeguards provided by this directive are undermined by recourse to court proceedings in other jurisdictions , it is important to provide protection also against manifestly unfounded and abusive court proceedings in third countries. ### (33) in the cross-border context , it is also important to recognize the threat of slapps from third countries targeting journalists , human rights defenders and other persons engaged in public participation who are domiciled in the european union. they may involve excessive damages awarded against eu journalists and human rights defenders. court proceedings in third-countries are more complex and costly for the targets. to protect democracy and freedom of expression and information in the european union and to avoid that the safeguards provided by this directive are undermined by recourse to court proceedings in other jurisdictions , it is important to provide protection also against manifestly unfounded and abusive court proceedings in third countries.


### this directive provides safeguards against manifestly unfounded or abusive court proceedings in civil matters with cross-border implications brought against natural and legal persons , in particular journalists and human rights defenders , on account of their engagement in public participation. ### this directive provides safeguards against manifestly unfounded claims or abusive court proceedings in civil matters with cross-border implications brought against natural and legal persons , in particular journalists and human rights defenders , on account of their engagement in public participation. this directive shall not apply to criminal matters or arbitration and shall be without prejudice to criminal procedure law.


### public health , safety , the environment , climate or enjoyment of fundamental rights; ### public health , safety , the environment or enjoyment of fundamental rights;


### public health , safety , the environment , climate or enjoyment of fundamental rights; ### fundamental rights , public health , safety , the environment;


### activities of a person or entity in the public eye or of public interest; ### activities of a public person or entity;


### allegations of corruption , fraud or criminality; ### allegations of corruption , fraud or other criminal offences;


### 3. ‘abusive court proceedings against public participation’ mean court proceedings brought in relation to public participation that are fully or partially unfounded and have as their main purpose to prevent , restrict or penalize public participation. indications of such a purpose can be: ### 3. ‘abusive court proceedings against public participation’ mean court proceedings where there is an obvious or clear quality to the request being unfounded and have as their main purpose to prevent , restrict or penalize public participation. indications of such a purpose can be:


### 3. ‘abusive court proceedings against public participation’ mean court proceedings brought in relation to public participation that are fully or partially unfounded and have as their main purpose to prevent , restrict or penalize public participation. indications of such a purpose can be: ### 3. ‘abusive court proceedings against public participation’ mean court proceedings brought in relation to public participation that are fully or partially unfounded and have as their main purpose to prevent , restrict or penalize public participation by initiating court proceedings which represent the harmful exercise of the right to access of justice in a manner that is manifestly inconsistent with or contrary to the purpose for which such right is granted. indications of such a purpose can be2a:


### intimidation , harassment or threats on the part of the claimant or his or her representatives. ### deleted


### 1. member states shall ensure that when court proceedings are brought against natural or legal persons on account of their engagement in public participation , those persons can apply for: ### 1. member states shall ensure that when court proceedings are brought against natural or legal persons on account of their engagement in public participation , those persons can apply , in accordance with national law , for:


### early dismissal of manifestly unfounded court proceedings in accordance with chapter iii; ### early dismissal of manifestly unfounded claims , in accordance with national law , as provided in chapter iii;


### member states shall take the necessary measures to ensure that a court or tribunal seised of court proceedings against public participation may accept that non-governmental organisations safeguarding or promoting the rights of persons engaging in public participation may take part in those proceedings , either in support of the defendant or to provide information. ### member states shall take the necessary measures to ensure that a court or tribunal seised of court proceedings against public participation may accept that non-governmental organisations safeguarding or promoting the rights of persons engaging in public participation may take part in those proceedings , in support of the defendant , the claimant or to provide information.


### member states shall take the necessary measures to ensure that a court or tribunal seised of court proceedings against public participation may accept that non-governmental organisations safeguarding or promoting the rights of persons engaging in public participation may take part in those proceedings , either in support of the defendant or to provide information. ### member states shall ensure that a court or tribunal seised of court proceedings against public participation may accept that non-governmental organisations could , in accordance with national law , support the defendant in the proceedings or provide information.


### member states shall ensure that in court proceedings against public participation , the court or tribunal seised has the power to require the claimant to provide security for procedural costs , or for procedural costs and damages , if it considers such security appropriate in view of presence of elements indicating abusive court proceedings. ### member states shall ensure that in court proceedings against public participation , the court or tribunal seised has the power to require the claimant to provide security for procedural costs , or for procedural costs and damages , if it considers such security appropriate in view of presence of elements indicating abusive court proceedings. adverse costs risk is one factor that may allow a party with an unmeritorious claim to stifle the free speech rights of a less pecunious opponent. therefore , member states shall ensure robust costs protection mechanisms , both at the initial stage , and then more formally through costs protection where cases do proceed.


### iii early dismissal of manifestly unfounded court proceedings ### early dismissal of manifestly unfounded claims


### 1. member states shall empower courts and tribunals to adopt an early decision to dismiss , in full or in part , court proceedings against public participation as manifestly unfounded. ### 1. member states shall empower courts and tribunals to adopt a statuory early dismissal process , to strike out in full or in part , court proceedings against public participation and avoid lentgthy litigation. a set of criteria for the courts to determine whether a case should be classified as a strategic lawsuit against public participation and whether such a lawsiut is manifestly unfounded based on one or more of the common characteristics of such actions , in the form of a merit test shall be established.


### 1. member states shall empower courts and tribunals to adopt an early decision to dismiss , in full or in part , court proceedings against public participation as manifestly unfounded. ### 1. member states shall allow courts and tribunals , in accordance with national law , to asses a request for an early dismissal , in full or in part , of court claims as manifestly unfounded.


### 2. member states may establish time limits for the exercise of the right to file an application for early dismissal. the time limits shall be proportionate and not render such exercise impossible or excessively difficult. ### deleted


### article 11 ### deleted


### member states shall ensure that where a defendant has applied for early dismissal , it shall be for the claimant to prove that the claim is not manifestly unfounded. ### member states shall ensure that where a defendant has applied for early dismissal , the defendant has the burden of making a prima facie case that a legal action against the defendant is manifestly unfounded.


### member states shall ensure that a decision refusing or granting early dismissal pursuant to article 9 is subject to an appeal. ### member states shall ensure that a decision relating to early dismissal pursuant to article 9 is subject to an appeal and recourse.


### (14) this directive should apply to any type of legal claim or action of a civil or commercial nature with cross-border implications whatever the nature of the court or tribunal. this includes civil claims brought in criminal proceedings. it also includes interim and precautionary measures , counteractions or other particular type of remedies available under other instruments. ### (14) this directive should apply to any type of legal claim or action of a civil or commercial nature with cross-border implications as regards civil proceedings whatever the nature of the court or tribunal. it also includes interim and precautionary measures , counteractions or other particular type of remedies available under other instruments , excluding any type of criminal proceedings.


### (32) the main objective of giving courts or tribunals the possibility to impose penalties is to deter potential claimants from initiating abusive court proceedings against public participation. such penalties should be proportionate to the elements of abuse identified. when establishing amounts for penalties , courts should take into account the potential for a harmful or chilling effect of the proceedings on public participation , including as related to the nature of the claim , whether the claimant has initiated multiple or concerted proceedings in similar matters and the existence of attempts to intimidate , harass or threat the defendant. ### (32) the main objective of giving courts or tribunals the possibility to impose penalties is to deter potential claimants from initiating abusive court proceedings against public participation. such penalties should be proportionate to the elements of abuse identified. when establishing amounts for penalties , courts should take into account the potential for a harmful or chilling effect of the proceedings on public participation , including as related to the nature of the claim , whether the claimant has initiated multiple or concerted proceedings in similar matters and the existence of attempts to intimidate , harass or threat the defendant. the member states should decide how these penalties should be paid.


### matters under public consideration or review by a legislative , executive , or judicial body , or any other public official proceedings; ### matters under consideration or review by a legislative , executive , or judicial body , or any other official proceedings;


### 2. such applications shall include: ### deleted


### article 10 ### deleted


### member states shall ensure that an application for early dismissal is treated in an accelerated procedure , taking into account the circumstances of the case and the right to an effective remedy and the right to a fair trial. ### member states shall ensure that an application for early dismissal is treated in an accelerated procedure , in accordance with national law , taking into account the circumstances and the merits of the case and the right to an effective remedy and the right to a fair trial.


### article 12 ### deleted


### 1. welcomes the eu’s global response to the covid-19 pandemic , which demonstrates its ambition to lead and show solidarity with all partner countries; points out , however , that current funds are essentially reallocated from other budget lines and that the challenge of aid front-loading has to be tackled; calls , therefore , for substantial new funds to be mobilised to assist developing countries worldwide in fighting the direct and indirect consequences of the covid-19 pandemic; stresses that making safe vaccines available globally in a fast and affordable manner must be one of the first steps; ### 1. welcomes the eu’s global response to the covid-19 pandemic , which demonstrates its ambition to lead and show solidarity with all partner countries; points out , however , that current funds are essentially reallocated from other budget lines and that the challenge of aid front-loading has to be tackled; calls , therefore , for substantial new funds to be mobilised to assist developing countries worldwide in fighting the direct and indirect consequences of the covid-19 pandemic and addressing the critical needs of developing countries in health governance and epidemiological surveillance; stresses that making safe vaccines available globally in a fast and affordable manner , as well as an efficient vaccination strategy must be the first steps;


### d. whereas school closures due to the pandemic have deprived vulnerable children of school feeding and nutrition services that are essential to their health; ### d. whereas school closures due to the pandemic have deprived vulnerable children of school feeding and nutrition services that are essential to their health; whereas due to school closures children are more exposed to violence and abuse;


### e. whereas improved coordination is needed of international efforts to promote an efficient and resilient humanitarian-development-peace nexus; ### e. whereas improved coordination , capacity sharing and cooperation is needed of international efforts to promote an efficient and resilient humanitarian-development-peace nexus;


### 7. urges the commission to address the specific needs of refugees , upholding the guiding principle of public health networks of leaving no-one behind and refraining from blocking front-line humanitarian workers from having direct contact with the migrants and refugees they serve; stresses the absolute need for equal access to covid-19 treatment and other health services and safety net programmes for all affected people , regardless of nationality , migrant/refugee status , origin , sex , gender identity or any other characteristic; ### 7. urges the commission to address the specific needs of refugees , upholding the guiding principle of public health networks of leaving no-one behind and refraining from blocking front-line humanitarian workers from having direct contact with the migrants and refugees they serve; stresses the absolute need for equal access to covid-19 treatment and other health services and safety net programmes for all affected people;


### 9. stresses the need to catch up on routine immunisation programmes as soon as possible and to provide adequate funding for initiatives such as gavi , the vaccine alliance , and cepi , the coalition for epidemic preparedness innovations; calls on the commission to ensure that the eu global response to the covid-19 pandemic does not undermine eu funding for other vital health programmes , including the minimum initial services package for sexual and reproductive health and programmes targeting the health of women and pregnant women; urges all countries and the commission to continue to provide services related to sexual and reproductive health and rights (srhr) as well as routine immunisation services , while ensuring the safety of communities and health workers; ### 9. stresses the need to catch up on routine immunisation programmes as soon as possible and to provide adequate funding for initiatives such as gavi , the vaccine alliance , and cepi , the coalition for epidemic preparedness innovations; calls on the commission to ensure that the eu global response to the covid-19 pandemic does not undermine eu funding for other vital health programmes; urges all countries and the commission to continue to provide routine immunisation services , while ensuring the safety of communities and health workers;


### 10. supports the important work of the who and points out its central role as the leading and coordinating authority on the covid-19 response , while recognising the need for its reform after the acute crisis has been managed; ### 10. supports the important work of the who and points out its central role as the leading and coordinating authority on the covid-19 response , while recognising the need for its reform after the acute crisis has been managed , particularly in terms of transparency;


### 11. highlights the especially severe consequences of covid-19 lockdowns and the collateral damage that has been suffered by women , girls and children , in particular the rise in gender-based violence , but also the exposure of women to covid-19 due to their disproportionately high representation in the global health workforce; calls for action to counterbalance the disproportionate care burden borne by women and any potential roll-backs in safety , health , emancipation , economic independence and empowerment , and education , through specific programmes such as the spotlight initiative and by re-focusing european support; calls for meaningful participation of women in the decisions that impact their health and working lives; underlines the need to include the gender perspective in the eu’s covid-19 response , to advocate for inclusive decision-making bodies and collect sex- and age-disaggregated data for gender analysis; ### 11. highlights the especially severe consequences of covid-19 lockdowns and the collateral damage that has been suffered by women , girls and children , in particular the rise in gender-based violence , but also the exposure of women to covid-19 due to their disproportionately high representation in the global health workforce; calls for action to counterbalance the disproportionate care burden borne by women and any potential roll-backs in safety , health , emancipation , economic independence and empowerment , and education , through specific programmes such as the spotlight initiative and by re-focusing european support; calls for meaningful participation of women in the decisions that impact their health and working lives;


### 2. asserts that an adequate education and training in transitions to environmentally and socially sustainable economies can become a strong driver of job creation , social justice and poverty eradication; ### 2. draws attention that not all regions and communities will benefit equally from a transition to a net-zero greenhouse gas emissions economy and its socio-economic footprint , including welfare and jobs , will vary owing to abroad range of factors; underlines that the increase in employment opportunities in the transition forecast is unevenly distributed across different regions , whereas job creation in new sectors is not necessarily neatly aligned , temporally or geographically , with job loss; asserts that an adequate education and training targeted regions affected by the transition coupled with substantial investments directed towards their economic revitalisation could become a strong driver of job creation , social justice and poverty eradication;


### 3. emphasises that a transition to a more environmentally sustainable society requires skilled workers and believes that just transition funds should cover a strong investment in education , vocational education and training (vet) and retraining; ### 3. emphasises that a transition to a more environmentally sustainable society requires skilled workers and believes that just transition funds should cover a strong investment in education , vocational education and training (vet) and retraining; stresses the importance to concentrate efforts on economic revitalisation of affected regions , rather than counting on worker mobility and risking depopulation , therefore insists that priority attention should be given to retraining provided in alignment with the needs of the regional labour market , particularly to on-the-job retraining or a combination of part-time working and part-time retraining;


### 3. emphasises that a transition to a more environmentally sustainable society requires skilled workers and believes that just transition funds should cover a strong investment in education , vocational education and training (vet) and retraining; ### 3. emphasises that a transition to a more environmentally sustainable society requires skilled workers and believes that just transition funds should cover a strong , market-driven and competitive investment in education , vocational education and training (vet) and retraining;


### 5. calls for an enhanced university-business dialogue to allow for study in a sector where there will be jobs , particularly in vulnerable communities , regions and sectors; ### 5. calls for an enhanced university-business dialogue to develop capacities for studies and re-education in sectors that are expected to grow and create new jobs , requiring new skills; such capacities should be developed and offered particularly in vulnerable communities , regions and sectors; underlines that such capacities must be market driven , in order to ensure that the resulting jobs and skills are competitive and answer the demand for skilled labour;


### 5. calls for an enhanced university-business dialogue to allow for study in a sector where there will be jobs , particularly in vulnerable communities , regions and sectors; ### 5. calls for an enhanced educational establishments - business dialogue to allow for study in a sector where there will be jobs , particularly in vulnerable communities , regions and sectors;


### 6. calls on governments and employers to invest in programmes and measures to ensure that vulnerable individuals have the skills necessary for a successful transition to a zero-emission economy; ### 6. calls on governments and employers to invest in programmes to ensure that individuals have the skills necessary for a successful transition to a net-zero greenhouse gas emissions economy , with a particular focus on vulnerable ones who could need additional targeted measures;


### 7. stresses that the european education area should include transversal training in skills related to the ecological and digital transition , as well as an adequate connection with the world of work , especially at the later levels of the curriculum. ### 7. stresses the need to support and develop cooperation at european level between member states with a view to enhancing peer and mutual learning and the exchange of best practices in developing skills related to the ecological and digital transition , as well as an adequate connection with the world of work , especially at the later levels of the curriculum;


### 1. considers that in view of the rising demand for stem practitioners and the importance of stem-related careers for the future of the european economy , increasing the share of women in the stem sector is critical to building a more sustainable and inclusive economy and society through scientific , digital and technological innovation; ### 1. considers that in view of the rising demand for stem practitioners and the importance of stem-related careers for the future of the european economy , increasing the share of women in the stem sector is critical to have an impact on equal opportunities in the fields of scientific , digital and technological innovation;


### 2. reiterates that the main goal should be to remove all barriers restricting women’s interests , preferences and choices , without compromising their liberty in making decisions; encourages the member states to promote the participation of women in stem studies and careers in their relevant national or regional gender action plans or strategies; considers that these action plans or strategies should aim to increase gender equality by focusing on education and qualifications , a better work-life balance , equal opportunities , non-discrimination in the labour market , raising awareness of gender bias across all relevant sectors , and increasing the visibility of female role models , among other things; ### 2. reiterates that the main goal should be to remove all barriers restricting the interests , preferences and choices of men and , in particular , women , without compromising their liberty in making decisions; encourages the member states to promote the participation of women who might be interested in stem studies and careers in their relevant national or regional action plans or strategies; considers that these action plans or strategies should aim to increase equality between men and women by focusing on education and qualifications , a better work-life balance , equal opportunities , non-discrimination in the labour market , raising awareness of gender bias across all relevant sectors , and increasing the visibility of female role models , among other things;


### 3. recognises that gender stereotyping , cultural discouragement and a lack of awareness and of promotion of female role models hinders and negatively affects girls’ and women’s opportunities in stem studies , in related careers and digital entrepreneurship , and can lead to discrimination and fewer opportunities for women in the labour market; ### 3. recognises that a lack of awareness and of promotion of female role models can negatively affect the extent to which girls and women are inspired by stem studies , related careers and digital entrepreneurship , and can lead to fewer opportunities for women in the labour market;


### 4. reaffirms the importance of integrating the awareness of gender bias across all relevant sectors , including in the initial and continuous training of teachers; highlights the need to address structural barriers , such as working conditions and work culture , which hinder girls and women from entering a predominantly male-dominated field , and the need to increase the visibility of hitherto undervalued role models in order to inspire women and girls; ### 4. reaffirms the importance of integrating the awareness of the value of the complementarity of women across all relevant sectors , including in the initial and continuous training of teachers; highlights the need to address structural barriers , such as working conditions and work culture , which hinder girls and women from entering a field in which men have stood out , and the need to increase the visibility of hitherto undervalued role models in order to inspire women and girls who wish to follow these technology-focused models;


### 6. welcomes the digital education action plan 2021-2027 and its action to ‘encourage women’s participation in stem’ , and hopes that it will help to develop more attractive and creative ways to encourage girls to pursue stem studies , as well as to boost women’s self-confidence in their digital skills; ### 6. notes the digital education action plan 2021-2027 and its action to ‘encourage women’s participation in stem’ , and hopes that it will help to develop more attractive and creative ways to encourage girls to pursue stem studies , if they wish to do so , as well as to boost women’s self-confidence in their digital skills;


### 7. recognises the role of school and teachers in eliminating the gender gap in stem education , and highlights the role of education in promoting the presence of girls in stem-related courses and in establishing benchmarks to monitor female recruitment and retention; ### 7. recognises the role of school and teachers in raising awareness of the gender gap in stem education , and highlights the role of education in promoting the presence of girls and boys on a level playing field in stem-related courses and in establishing benchmarks to monitor female recruitment and retention;


### — having regard to the commission communication of 5 march 2020 entitled ‘a union of equality: gender equality strategy 2020-2025’ (com(2020)0152) , ### deleted


### a. whereas gender equality is a basic precondition for the full enjoyment of human rights by women and girls , and is essential for their empowerment and the achievement of a sustainable and inclusive society; whereas the insufficient use of human capital associated with gender inequalities reduces the potential advantages for businesses in the fields of research and innovation , and for overall economic development , as well as having harmful social consequences; ### a. whereas equality between men and women is a basic precondition for the full enjoyment of human rights by women , girls and boys , and it is essential – in order for them to develop fully and for the achievement of a fair society – that men and women have equal opportunities in businesses , in the fields of research and innovation and overall economic development;


### a. whereas gender equality is a basic precondition for the full enjoyment of human rights by women and girls , and is essential for their empowerment and the achievement of a sustainable and inclusive society; whereas the insufficient use of human capital associated with gender inequalities reduces the potential advantages for businesses in the fields of research and innovation , and for overall economic development , as well as having harmful social consequences; ### a. whereas equality between women and men is a core value of the european union and basic precondition for the full enjoyment of human rights by women and girls , and is essential for their empowerment and the achievement of a sustainable and inclusive society; whereas the insufficient use of human capital associated with gender inequalities reduces the potential advantages for businesses in the fields of research and innovation , and for overall economic development , as well as having harmful social consequences;


### b. whereas the eu is facing an unparalleled shortage of women in science , technology , engineering and mathematics (stem) careers and education , particularly considering that women make up 52 % of the european population , yet only account for 2 out of 5 scientists and engineers6; whereas although there has been a positive trend in the involvement and interest of girls in stem education , the percentages remain insufficient; whereas attitudes towards stem do not differ between boys and girls through primary education , and in many cases girls often outperform boys in stem and ict-related tasks7; whereas , however , girls fear that they will be less successful than boys in stem-related careers; ### b. whereas the eu is allegedly facing an unparalleled shortage of women in science , technology , engineering and mathematics (stem) careers and education , particularly considering that women apparently make up 52 % of the european population , yet only account for 2 out of 5 scientists and engineers; whereas there has been a positive trend in the involvement and interest of girls in stem education;


### c. whereas women who major in stem fields are less likely than their male counterparts to enter stem occupations or remain in them as a result of the dominant stereotypes or a negative work environment; whereas closing the gender gap in stem careers would contribute to an increase in eu gdp per capita by 2.2 to 3.0 % in 20508 ; whereas closing the gender gap in stem careers would have a positive impact in reducing the gender pay gap and the gender pension gap; ### c. whereas women who major in stem fields are less likely than their male counterparts to enter stem occupations or remain in them as a result of the cultural discouragement , negative work environment and lack of female role models and mentors ; whereas closing the gender gap in stem careers would contribute to an increase in eu gdp per capita by 2.2 to 3.0 % in 20508 ; whereas closing the gender gap in stem careers would have a positive impact in reducing the gender pay gap and the gender pension gap;


### c. whereas women who major in stem fields are less likely than their male counterparts to enter stem occupations or remain in them as a result of the dominant stereotypes or a negative work environment; whereas closing the gender gap in stem careers would contribute to an increase in eu gdp per capita by 2.2 to 3.0 % in 20508; whereas closing the gender gap in stem careers would have a positive impact in reducing the gender pay gap and the gender pension gap; ### c. whereas women who major in stem fields could find themselves less likely than their male counterparts to enter stem occupations or remain in them as a result of a negative work environment; whereas eliminating the difference in the level of interest in stem careers would , according to reports , contribute to an increase in eu gdp per capita by 2.2 to 3.0 % in 2050; whereas closing the gender gap in stem careers would have a positive impact in reducing the gender pay gap and the gender pension gap;


### d. whereas the low numbers of women who work in innovative technologies , such as artificial intelligence (ai) , can negatively affect the design , development and implementation of these technologies , causing the replication of existing discriminatory practices and stereotypes , and the development of ‘gender-biased algorithms’; ### d. whereas the low numbers of women who work in innovative technologies , such as artificial intelligence (ai) , can negatively affect the design , development and implementation of these technologies , provided they address the interests and needs of women;


### e. whereas gender-biased technologies are mainly caused by non-disaggregated data and the lack of a gender perspective in research , which can have harmful consequences for women’s health and well-being and the safety of products , and can have a negative impact on career development9; ### e. whereas the woman-factor in technologies can adversely affect career development;


### 5. calls on the member states to combat gendered labour market segmentation in stem careers by investing in formal , informal and non-formal education , lifelong learning and vocational training for women to ensure their access to high-quality employment and opportunities to re- and up-skill for future labour market demand; calls , in particular , for greater promotion of entrepreneurship , stem subjects and digital education for girls from an early age , in order to combat existing educational stereotypes and ensure more women enter developing and well-paid sectors; ### 5. calls on the member states to combat gendered labour market segmentation in stem careers by investing in formal , informal and non-formal education , lifelong learning and vocational training for women to ensure their access to high-quality employment and opportunities to re- and up-skill for future labour market demand; calls , in particular , for greater promotion of entrepreneurship , stem subjects and digital education for girls from an early age , in order to ensure more women enter developing and well-paid sectors;


### 8. highlights that male teachers and other male staff dominate stem-related studies in schools and , later on , in universities and workplaces , leading to an absence of female role models and limited guidance and mentoring opportunities; encourages gender mainstreaming in primary , secondary and tertiary education , and urges the committees and institutions involved in recruitment to promote gender balance to avoid the ‘outsider effect’; ### 8. highlights that male teachers and other male staff dominate stem-related studies in schools and , later on , in universities and workplaces , leading to an absence of female role models and limited guidance and mentoring opportunities that could be mitigated if the extensive benefits of complementarity between men and women were showcased with regard to all careers;


### 8. highlights that male teachers and other male staff dominate stem-related studies in schools and , later on , in universities and workplaces , leading to an absence of female role models and limited guidance and mentoring opportunities; encourages gender mainstreaming in primary , secondary and tertiary education , and urges the committees and institutions involved in recruitment to promote gender balance to avoid the ‘outsider effect’; ### 8. highlights women are still underrepresented at stem-related studies in schools and , later on , in universities and workplaces , leading to an absence of female role models and limited guidance and mentoring opportunities; encourages promote better gender balance to allow interested women exploit their potential in stem fully;


### 9. highlights the number of cases of sexual harassment suffered by female stem students during tertiary education , and calls on the member states and educational institutions to agree on strict codes of conduct and protocols , and to report all cases of sexual harassment to the relevant authorities; ### deleted


### 10. regrets the fact that women face disproportionately more obstacles in their careers than men do , owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; urges public and private institutions to establish adequate measures to guarantee better maternity and paternity leaves , flexible working hours , on-site childcare facilities or to promote telework; urges the member states to fully transpose and implement the work-life balance directive and calls on the commission to monitor it effectively; calls on the commission and the member states to fully assess the causes and factors that lead to a high drop-out rate of women from stem careers , and to develop mechanisms and programmes to integrate women and girls into education , training and employment initiatives; ### 10. regrets the fact that women face disproportionately more obstacles in their careers than men do , owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; urges public and private institutions to establish adequate measures to adopt family-friendly policies and guarantee better maternity and paternity leaves , flexible working hours , on-site childcare facilities or to promote telework; urges the member states to fully transpose and implement the work-life balance directive and calls on the commission to monitor it effectively; calls on the commission and the member states to fully assess the causes and factors that lead to a high drop-out rate of women from stem careers , and to develop mechanisms and programmes to integrate women and girls into education , training and employment initiatives;


### 10. regrets the fact that women face disproportionately more obstacles in their careers than men do , owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; urges public and private institutions to establish adequate measures to guarantee better maternity and paternity leaves , flexible working hours , on-site childcare facilities or to promote telework; urges the member states to fully transpose and implement the work-life balance directive and calls on the commission to monitor it effectively; calls on the commission and the member states to fully assess the causes and factors that lead to a high drop-out rate of women from stem careers , and to develop mechanisms and programmes to integrate women and girls into education , training and employment initiatives; ### 10. regrets the fact that women can face more obstacles in their careers than men do , owing , in some cases , to the lack of a proper work-life balance and an increase in unpaid care work in some households; urges public and private institutions to establish adequate measures to guarantee better maternity and paternity leaves , flexible working hours , on-site childcare facilities or to promote telework; urges the member states to fully transpose and implement the work-life balance directive and calls on the commission to monitor it effectively; calls on the commission and the member states to fully assess the causes and factors that lead to a high drop-out rate of women from stem careers , and to develop mechanisms and programmes to integrate women and girls into education , training and employment initiatives;


### 11. regrets the fact that women are under-represented in leadership positions in stem careers , and highlights the urgent need to promote equality between men and women at all levels of decision-making in business and management; underlines that gender diversity in boards and decision-making positions improves firms’ performance as the result of the broader spectrum of knowledge , attitudes and experience; urges the council and the member states to adopt the women in boards directive and establish targets for gender balance in decision-making bodies; ### 11. notes the fact that women are under-represented in leadership positions in stem careers , and highlights the need to promote equality between men and women at all levels of decision-making in business and management; underlines that gender diversity in boards and decision-making positions may affect firms’ performance as the result of the broader spectrum of knowledge , attitudes and experience;


### 11. regrets the fact that women are under-represented in leadership positions in stem careers , and highlights the urgent need to promote equality between men and women at all levels of decision-making in business and management; underlines that gender diversity in boards and decision-making positions improves firms’ performance as the result of the broader spectrum of knowledge , attitudes and experience; urges the council and the member states to adopt the women in boards directive and establish targets for gender balance in decision-making bodies; ### 11. highlights the fact that women are under-represented in leadership positions in stem careers , and points out the urgent need to promote equality between men and women at all levels of decision-making in business and management; underlines that the presence of both men and women on boards and in decision-making positions improves firms’ performance as the result of the broader spectrum of knowledge , attitudes and experience; urges the council and the member states to adopt the women in boards directive and establish targets for a balance between men and women in decision-making bodies;


### 12. regrets the fact that the gender pay gap remains a reality and is even more pronounced in male-dominated sectors , such as ict and technological companies10; calls on all actors to practice pay transparency; urges the council to unblock the directive on implementing the principle of equal treatment between persons irrespective of religion or belief , disability , age or sexual orientation , which aims to extend protection against discrimination through a horizontal approach; ### 12. regrets the fact that the gender pay gap remains a reality in some specific fields and geographical locations and is even more pronounced in male-dominated sectors , such as ict and technological companies;


### 12. regrets the fact that the gender pay gap remains a reality and is even more pronounced in male-dominated sectors , such as ict and technological companies10 ; calls on all actors to practice pay transparency; urges the council to unblock the directive on implementing the principle of equal treatment between persons irrespective of religion or belief , disability , age or sexual orientation , which aims to extend protection against discrimination through a horizontal approach; ### 12. regrets the fact that the gender pay gap remains a reality and is even more pronounced in male-dominated sectors , such as ict and technological companies10 ; calls on all actors to practice pay transparency;


### 13. encourages the establishment of an inclusive dialogue with the relevant stakeholders , such as private companies , non-governmental organisations (ngos) , state institutions , regional and local authorities , policy-makers and civil society representatives to coordinate and tackle the missing links in order to promote women in stem; ### 13. encourages the establishment of productive dialogue with the relevant stakeholders , such as private companies , non-governmental organisations (ngos) , state institutions , regional and local authorities , policy-makers and civil society representatives to coordinate and tackle the missing links in order to promote women in stem;


### 14. regrets the fact that the gender gap exists across all digital technology domains , but is especially concerned about the gender gap in innovative technologies , such as the ai and cybersecurity domains , where the average worldwide female presence stands at 12 % and 20 % respectively11; ### 14. emphasises that there could be an imbalance across all digital technology domains , but is especially concerned in innovative technologies , such as the ai and cybersecurity domains , where , it seems , the average worldwide female presence stands at 12 % and 20 % respectively;


### 15. highlights that one of ai’s most critical weaknesses relates to certain types of biases such as gender , race or sexual orientation as a result of humans’ inherent biases; encourages the relevant actors to take action and promote a greater role for women in the design , development and implementation of machine learning , natural language processing and ai; ### deleted


### 16. recognises that ai , if it is free of underlying biases , can be a powerful tool to overcome gender inequalities and stereotypes through the development of unbiased algorithms that contribute to overall fairness and well-being; ### deleted


### 17. calls for ai and automation to be designed in such a way that it enables us to overcome gender discrimination and address the challenges faced by women such as unpaid care work , the gender pay gap , cyberbullying , gender-based violence and sexual harassment , trafficking , violations of sexual and reproductive rights , and under-representation in leadership positions; calls for ai and automation to contribute to the enhancement of women’s access to finance , higher education and flexible work opportunities; ### deleted


### 17. calls for ai and automation to be designed in such a way that it enables us to overcome gender discrimination and address the challenges faced by women such as unpaid care work , the gender pay gap , cyberbullying , gender-based violence and sexual harassment , trafficking , violations of sexual and reproductive rights , and under-representation in leadership positions; calls for ai and automation to contribute to the enhancement of women’s access to finance , higher education and flexible work opportunities; ### 17. calls for ai and automation to be designed in such a way that it enables us to overcome gender discrimination and address the challenges faced by women such as unpaid care work , the gender pay gap , cyberbullying , gender-based violence and sexual harassment , trafficking , and under-representation in leadership positions; calls for ai and automation to contribute to the enhancement of women’s access to finance , higher education and flexible work opportunities;


### 18. regrets the fact that women are under-represented in innovation-driven business start-ups and highlights the gender biases and systemic disadvantages that exist in social structures , in particular in those at the intersection of stem and entrepreneurship; ### 18. regrets the fact that women can be under-represented in innovation-driven business start-ups in stem and entrepreneurship;


### 19. considers the under-representation of women in charge of investment decisions at venture capital firms to constitute a major source of the persistent funding gap for women-driven start-ups and enterprises; ### 19. considers that the under-representation of women in charge of investment decisions at venture capital firms can constitute a source of the persistent funding gap for women-driven start-ups and enterprises;


### 20. calls on the commission and the member states to increase financing opportunities for female start-up entrepreneurs and innovators , to facilitate their access to existing funds , create special funds and look for new and innovative ways to financially support them and help them to overcome the barriers they face; ### 20. calls on the commission and the member states to increase financing opportunities for female start-up entrepreneurs and innovators in the same way as is done for men , to facilitate their access to existing funds , create special funds and look for new and innovative ways to financially support them and help them to overcome the barriers they face;


### 1. takes the view that partnerships with africa are too focused on the migratory and economic outlook , with no prospects in terms of dignity; ### 1. takes the view that partnerships with africa need a shift for more cultural level exchanges as well as educational best practices;


### 1. recalls the particularly close historical ties binding the european union (eu) and africa , and the eu’s major contribution both in terms of development aid1 and in the smooth functioning of the african union (au)2 ; ### 1. recalls the particularly close historical ties binding the european union (eu) and africa , and the eu’s major contribution both in terms of development aid1 and in the smooth functioning of the african union (au)2 ; stresses the need for a future looking , equitable and ambitious relationship between the eu and africa in order to tackle our shared challenges;


### 2. regrets that culture is absent from the five main areas of eu-africa cooperation , while it is the very expression of the physical and metaphysical existence of peoples; ### 2. regrets that culture is absent from the five main areas of eu-africa cooperation , while it remains essential , and stimulating intercultural dialogue is proven beneficial for any two parties;


### 2. calls for the strengthening of efforts to combat corruption – constituting as it does a major obstacle to effective development , preventing africa’s peoples from fully benefiting from the effects of joint eu-au policies – to be taken into account in the comprehensive strategy with africa; ### 2. calls for the strengthening of efforts to combat corruption , human trafficking and migrant smuggling , illegal migration , and terrorism - constituting as it does major obstacles to effective development , preventing africa’s peoples from fully benefiting from the effects of joint eu-au policies - to be taken into account in the comprehensive strategy with africa;


### 3. stresses that education is a crucial issue in africa , with 54 countries having to train one billion young people in one generation; ### 3. stresses that education is a crucial issue in africa; stresses that providing opportunities for next generations is only possible through free , high-quality and universal access to education , which subsequently leads to good and stable employment possibilities;


### 3. considers that the issue of migration must be prioritised in a context in which more than half of all asylum applications in the eu are rejected in a final court decision3 ; takes the view , therefore , that we must focus on making returns more effective by signing readmission agreements and issuing consular laissez-passers; ### 3. considers that the issue of migration must be prioritised in a context in which more than half of all asylum applications in the eu are rejected in a final court decision3 ; takes the view , therefore , that we must focus on making returns more effective by signing readmission agreements and issuing consular laissez-passers; calls for strengthening of efforts to trace and combat criminal networks of smugglers which would contribute to the decrease in the number of illegal migrants coming to europe from and through africa;


### 3. considers that the issue of migration must be prioritised in a context in which more than half of all asylum applications in the eu are rejected in a final court decision3 ; takes the view , therefore , that we must focus on making returns more effective by signing readmission agreements and issuing consular laissez-passers; ### 3. considers that the issue of migration must be prioritised in a context in which more than half of all asylum applications in the eu are rejected in a final court decision3 ; takes the view , therefore , that we must focus on making returns more effective by properly enforcing existing and signing new readmission agreements and issuing consular laissez-passers;


### 3. stresses that the coronavirus crisis must prompt both continents to commit to a partnership that takes full account of its consequences and paves the way for a sustainable and inclusive recovery focused on human development and faster transitions , including green and digital transitions; ### 3. stresses that the coronavirus crisis must prompt both continents to commit to a partnership that takes full account of its consequences and paves the way for a sustainable and inclusive recovery focused on human development and faster transitions , including green and digital transitions; calls on the commission to pursue implementation of the eu-africa comprehensive strategy to a true paradigm shift in eu-africa relations taking into consideration the context of the covid 19 pandemic and the post-pandemic need for increased multilateral cooperation;


### 4. is of the opinion , however , that it is dangerous to extend erasmus + , at the risk of depriving africa of its grey matter , given that one african intellectual out of two is already working outside the continent; ### 4. is of the opinion , however , that we are not ready to extend erasmus + , but must rather exchange best practices for coordinating new educational projects and keep the african young brains home where they are most needed , reducing the brain drain issue and fighting the migration problem;


### 4. supports the digitisation and modernisation of public administration in african countries , in particular with a view to developing reliable civil registration agencies and promoting data exchange so as to combat terrorism and organised crime; ### 4. notes that african nations are a hub on innovation , entrepreneurialism , and small and medium sized businesses , therefore , supports the digitisation and modernisation of public administration in african countries , in particular with a view to developing reliable civil registration agencies and promoting data exchange so as to combat terrorism and organised crime;


### 6. calls for the development of a cultural bridge , by publishing – in the wake of blaise cendrars , claude lévi-strauss and andré malraux – african traditions , literature and philosophy , promoting the preservation of africa’s 1 000-2 500 languages , which are unfortunately unknown , and by showing the richness of european culture to african countries that do not have access to it; ### 6. calls for the development of a cultural bridge , by publishing – in the wake of blaise cendrars , claude lévi-strauss and andré malraux – african traditions , literature and philosophy , promoting the preservation of africa’s 1 ,000-2 ,500 languages , which are unfortunately unknown , and by spreading the richness of european culture and cultural heritage through africa’s continent;


### 7. calls for a renewed discovery of the ‘african genius’ of which andré malraux spoke; ### deleted


### 8. takes the view that we must continue to combat islamic terrorism , which promotes cultural destruction; ### 8. takes the view that islamic terrorism , which promotes cultural destruction and is present throughout africa needs to be combated with common efforts;


### 9. calls for the establishment of a network of african and european museums , highlighting the mysterious african contribution to contemporary creation; ### 9. calls for the establishment of a network of african and european museums , highlighting the mysterious african contribution to contemporary creation , thus leading to enriching cultural exchanges;


### 10. stresses that these developments will , in the long term , enable mass migration to be limited and will help ensure that the elites remain at the service of their people. ### 10. stresses that these developments will , in the long term , limit mass migration and will help ensure that the elites remain at the service of their people;


### 5. welcomes africa’s sustained economic growth; calls , therefore , on the au to do its utmost to guarantee a decent future for its young people , the main driving force behind the continent’s development4 , and thus to contribute to stopping the arrival of unaccompanied minors in europe and to cooperate in readmitting those eligible for return; ### 5. welcomes africa’s sustained economic growth; calls , therefore , on the au to do its utmost to guarantee a decent future for its young people , the main driving force behind the continent’s development4 , and thus to contribute to stopping the arrival of unaccompanied minors and illegal migrants in europe and to cooperate in readmitting those eligible for return;


### 12. calls for human development to be placed at the heart of the strategy , with priority given to addressing inequalities and poverty and ensuring good governance , social inclusion and human rights; ### 12. calls for human development to be placed at the heart of the strategy to ensure no one is left behind , with priority given to addressing inequalities and poverty and ensuring good governance , social inclusion and human rights with special attention also to persons with disabilities;


### 14. takes the view that gender equality and women’s empowerment must be mainstreamed into the partnership; ### 14. takes the view that women’s empowerment must be mainstreamed into the partnership;


### 15. notes that the consequences of the coronavirus crisis could further restrict access to sexual and reproductive health and exacerbate the problem of discrimination and violence against women; ### deleted


### 17. points out that health is a prerequisite for human development; stresses the need to build a genuine partnership in health matters; ### 17. points out that health is a prerequisite for human development; stresses the need to build a genuine partnership in health matters focusing on building up countries’ capacities to deliver vital health services to their citizens;


### 19. emphasises that education is a right and a prerequisite for child protection and girls’ empowerment; calls for greater north-south mobility in the areas of vocational training and academic exchanges; ### 19. emphasises that inclusive and accessible education is a right and a prerequisite for child protection and girls’ empowerment; calls for greater north-south mobility in the areas of vocational training and academic exchanges; highlights that 'inclusive' education means that the right of all children (including children with disabilities) to equal access to education is fully respected;


### 21. notes that the european fund for sustainable development should finance investment that promotes inclusive and sustainable economic and social development; ### 21. notes that the european fund for sustainable development should finance investment that promotes inclusive and sustainable economic and social development in order to continue to deliver on growth and jobs focusing on proper enforcement and deepening of existing economic partnership agreements (epas) with aim to boost trade exchanges and investment and ultimately create global continent to continent trade agreement;


### 25. stresses the need to put environmental issues at the heart of the partnership; notes that it has asked for 45% of the budget for the future ndici to be devoted to these objectives; ### deleted


### 35. stresses that the digital transformation represents a tremendous development lever for access to education , training and health , as well as for the modernisation of the agricultural sector , but that it can also bring with it the risk of increasing inequalities , in particular between the genders; ### 35. stresses that the digital transformation represents a tremendous development lever for access to education , training and health , as well as for the modernisation of the agricultural sector;


### 36. stresses that the partnership should promote research and innovation and access to digital services , in order to foster social inclusion; ### 36. stresses that the partnership should promote research and innovation and access to digital services , in order to foster social inclusion inclusion and decrease the existing “digital divide” in africa;


### 2. recalls also that sport promotes and teaches values such as tolerance , solidarity , cooperation , and civic engagement; ### 2. recalls also that sport promotes and teaches values such as respect , solidarity , cooperation , and civic engagement;


### 4. considers that broadcasting rights to live sport events constitute the primary source of income for professional sport in the union and that such events represent an important source of content for media operators; notes that such income is vital for the development of grassroots sports given that in many european countries redistribution to grassroots sport depends directly on revenue from sports broadcasting rights; ### 4. considers that broadcasting rights to live sport events constitute the primary source of income for professional sport in the union and that such events represent an important source of content for media operators; notes that such income is vital for the development of grassroots sports given that in many european countries redistribution to grassroots sport depends directly on revenue from sports broadcasting rights; notes that media rights surpassed the other revenue segments in last years and this gap is expected to widen throughout the forecast as more ott players enter the space as bidders;


### 6. underlines , also , that the general framework provided for by union law is not applied in a similar way in national legislation and that civil procedure and notice and take down mechanisms differ from one member state to another; is of the view that there is a lack of efficiency of enforcement tools in the cross-border context; calls for further harmonisation of the procedures and remedies in the union in this specific context; ### 6. underlines , also , that the general framework provided for by union law is not applied in a similar way in national legislation and that civil procedure and notice and take down mechanisms differ from one member state to another; is of the view that there is a lack of efficiency of enforcement tools in the cross-border context; calls for further harmonisation of the procedures and remedies in the union in this specific context; stresses that national enforcement agencies and authorities are struggling with challenges such as lack of training and resources; underlines the importance of close collaboration and exchange of best practices by the relevant authorities at european level with national authorities and relevant actors to improve the overall infrastructure throughout the union;


### 16. considers that member states and stakeholders should continue promoting among consumers a responsible online consumption of sports content; ### 16. considers that member states and stakeholders should continue promoting among consumers a responsible online consumption of sports content and should involve leagues , clubs and education sector in awareness-raising campaigns on the impact of piracy on the sport sector;


### c. whereas , unlike other sectors , most of the value of a sport event broadcast lies in the fact that it is live and most of that value is lost when the event ends; whereas , consequently and only in this context , a swift reaction is needed to put an end to the illegal transmission online of sport events; ### c. whereas , unlike other sectors , most of the value of a sport event broadcast lies in the fact that it is live and most of that value is lost when the event ends; whereas illegal streaming of sport event broadcast is more harmful in the first thirty minutes of its appearance online; whereas , consequently and only in this context , a swift reaction is needed to put an end to the illegal transmission online of sport events;


### e. whereas the professional illegal transmission of a whole sport event should be distinguished from short sequences shared among fans and pertaining to fan culture and from content shared by journalists for the purpose of informing the general public as set out in the audiovisual media services directive; ### e. whereas the professional illegal transmission of a whole sport event is to be distinguished from short sequences shared among fans and pertaining to fan culture and from content shared by journalists for the purpose of informing the general public as set out in the audiovisual media services directive; whereas , at the same time , the measures aimed at protecting broadcast rights against illegal use and piracy must not affect press freedom and the news media’s ability to inform citizens;


### a. whereas the european green deal sets the target of a climate-neutral european union by 2050 , thereby putting the climate emergency at the centre of all the union’s programmes and policies; ### a. whereas the european green deal sets the target of a climate-neutral european union by 2050 , thereby putting the climate emergency at the centre of all the union’s programmes and policies; whereas this position needs to be revised and adapted to the new sanitary emergency caused by covid-19;


### g. whereas the experience of mobility offered by these programmes can change everyday behaviour , and whereas mobility of this kind should therefore be encouraged; ### g. whereas the experience of mobility offered by these programmes can change everyday behaviour , and whereas mobility of this kind should therefore be encouraged , provided that the sanitary crisis caused by covid-19 allows it;


### h. whereas creative europe has a role to play in promoting culture and the audiovisual media , which can help raise people’s awareness of environmental issues and are also a unique source of creative solutions; ### h. whereas creative europe has a role to play in promoting culture and the audiovisual media across europe; whereas this can , in addition to its main purpose , help raise people’s awareness of environmental issues and can also be a unique source of creative solutions;


### i. whereas freedom of expression and of artistic creation is an inalienable aspect of creative europe , and whereas any attempt to ‘green’ the programme should in no way affect its artistic content , which stems from the freedom enjoyed by creators; ### i. whereas freedom of expression and of artistic creation is an inalienable aspect of creative europe , and whereas any attempt to ‘green’ the programme should in no way affect its artistic content , which stems from the freedom enjoyed by creators , but should enhance and encourage it;


### j. whereas parliament has called for an ambitious budget for the three programmes in the next programming period , to help them , in particular , become more inclusive and accessible , and whereas a smaller budget would neither make this possible nor create scope for the introduction of environmental measures without jeopardising other key parts of the programmes; ### j. whereas parliament has called for an ambitious budget for the three programmes in the next programming period , and whereas a smaller budget would neither make this possible nor create scope for the introduction of environmental measures without jeopardising the key objectives of the programmes;


### k. whereas the aim , under the current multiannual financial framework , of devoting 20% of expenditure to climate protection measures cannot be achieved if the data and instruments needed to measure the contribution of the programmes to meeting this aim are not available , and whereas they must therefore be put in place as a matter of urgency; ### k. whereas the aim , under the current multiannual financial framework , of devoting 20% of expenditure to climate protection measures cannot be achieved since , firstly , the data and instruments needed to measure the contribution of the programmes to meeting this aim are not available , and , secondly , prioritising health and safety expenditure might jeopardise this goal;


### m. whereas digital technologies also have an environmental footprint; ### deleted


### 1. deplores the commission’s failure to propose environmental indicators for the new programmes; calls , therefore , for specific indicators to be incorporated into their operating rules; calls for the data gathered to be made public once a year; ### 1. deplores the commission’s failure to propose environmental indicators for the new programmes; calls , therefore , for specific indicators to be incorporated into their operating rules , based on thorough analysis and using sufficient information; calls for the data gathered to be made public once a year;


### 2. calls on the commission to record systematically the means of transport used so that participants’ individual co2 emissions can be calculated; takes the view that the mobility tool should be used for this purpose and that use of the tool should be extended to cover all parts of erasmus+ and the esc; calls on the commission to make a similar calculation tool available for journeys undertaken in connection with the creative europe programme; ### 2. calls on the commission to record systematically the means of transport used so that participants’ individual co2 emissions can be calculated; takes the view that the mobility tool should be used for this purpose and that use of the tool should be extended to cover all parts of erasmus+ and the esc; calls on the commission to analyse the possibilities and appropriateness of making a similar calculation tool available for journeys undertaken in connection with the creative europe programme;


### 4. calls on the main stakeholders in the programmes to inform participants of examples of good practice which they can employ in their everyday lives , perhaps by means of a digital app; ### 4. calls on the main stakeholders in the programmes to inform participants of examples of good practice which they can employ in their everyday lives , possibly by employing digital tools , such as an app;


### 5. calls on the commission and on national agencies and offices to take account of the environmental aspects of projects and to evaluate projects accordingly; ### 5. calls on the commission and on national agencies and offices to take account of the environmental aspects of projects and to take them into consideration , when appropriate , during project evaluation;


### 6. urges the commission to make it possible for participants to choose the least-polluting means of transport , but at the same time not to stigmatise or exclude participants for whom air travel is the only option; calls for special attention to be paid to the outermost regions in this regard; ### 6. urges the commission to make it possible for participants to choose the least-polluting means of transport , but at the same time not to stigmatise or exclude participants for whom air travel is the only option; calls for special attention to be paid to the outermost regions in this regard; stresses that pollution-based discrimination , such as “flight-shaming” , must not be allowed to materialise , because it threatens the fundamental principles of culture and education;


### 7. calls on the commission to revise the current financial rules so that the additional costs and journey times associated with the use of more environmentally friendly means of transport can be offset; insists that the additional costs be reimbursed in full; ### 7. calls on the commission to revise the current financial rules so that the additional costs and journey times associated with the use of more environmentally friendly means of transport , where appropriate , can be offset; insists that no discriminative methods should be used to encourage people to use means of transport emitting less co2 , for example for choosing to take a train instead of a plane;


### 11. notes that the future european student card can do much to make participation in the erasmus+ programme more environmentally friendly; ### deleted


### 16. takes the view that the quality label which every project developer has to obtain before participating in esc activities must also cover sound environmental practices; ### 16. takes the view that the quality label which every project developer has to obtain before participating in esc activities must also cover , when appropriate , sound environmental practices;


### 19. calls on the commission to draw up , together with the national offices , a charter setting out the environmental principles which every participant in the programme must observe; ### 19. calls on the commission to draw up , together with the national offices , a charter setting out the environmental principles which every participant in the programme must observe; stresses that any such principles must be developed with leading input from representatives of the cultural and creative sectors , who are in the best position to advise on feasible “greening” practices and their application;


### 20. calls on the commission to publish a ‘good environmental practice’ guide covering audiovisual and cultural production , dissemination and event organisation , with a particular focus on transport , energy and waste management and with the aim of making the practices concerned standard for all projects financed by the programme; ### 20. calls on the commission to publish a ‘good environmental practice’ guide covering audiovisual and cultural production , dissemination and event organisation , with a particular focus on transport , energy and waste management and with the aim of making the practices concerned standard for all projects financed by the programme; underlines that standardisation of such practices must not come at the expense of quality cultural and audiovisual products or events , and must be applied judiciously;


### 1. considers that in order to fight against disinformation and fake news , reinstate a climate of trust in the media and counter threats to democratic political processes , a comprehensive strategy is needed , based inter alia on media and information literacy , and aimed at empowering citizens to critically assess media content and recognise the difference between opinion and fact; ### 1. highlights that news media is a critical public good which is holding those in power accountable and enables individuals to make informed decisions; stresses , therefore , that people's access to information and quality journalism is of paramount importance; considers that in order to fight against disinformation and political propaganda , increase trust in the media and counter threats to democratic political processes , a sector-specific comprehensive strategy is needed which entails equitable access to trustworthy information sources , support and strengthening of independent media and quality journalism , including reinvigorating local news ecosystems , as well as improvement of media and information literacy aimed at empowering citizens to identify news sources and critically assess media content , understanding the difference between editorial and commercial content , and to recognise the difference between opinion and fact;


### 2. calls on the commission to work in close cooperation with the member states and civil society organisations to develop common curricula on media literacy and to reach out to all citizens through formal , non-formal and informal education , and through lifelong learning; ### 2. calls on the commission to work in close cooperation with the member states and civil society organisations to help develop tailored curricula on information and media literacy as well as data literacy , including algorithmic awareness , and to reach out to all citizens through formal , non-formal and informal education including through lifelong learning; believes that the updated digital education action plan can play a role in facilitating these initiatives;


### 3. stresses that media pluralism is under serious threat both online and offline due to the excessive concentration of media ownership , which has resulted in dominant actors in the media sector using information to pursue political and social objectives and in the lowering of the quality , diversity and reliability of the information available; ### 3. stresses that media pluralism is under serious threat both online and offline due to the excessive concentration of media ownership , which has often resulted in dominant actors in the media sector using information to pursue political , social or commercial objectives and in the lowering of the quality , diversity and reliability of the information available; points out that media face a systemic market failure hampering the sustainability of quality journalism , especially in smaller markets , including local and regional media markets , in particular considering the disruptive effects of online platforms which have contributed to audiences and advertising moving online; recognises that public authorities have a positive obligation to foster media pluralism;


### 4. underlines its view that non-discriminatory , comprehensive and balanced media coverage is essential to a free and well-informed society in europe; calls on the commission and the member states to promote an inclusive media sphere in which more women , migrants and refugees , as well as members of lgbti+ communities and people with disabilities , occupy creative and decision-making positions , which would in turn contribute to the reduction of stereotypes in media; ### 4. underlines its view that non-discriminatory , comprehensive and balanced media coverage is essential to a free and well-informed society in europe;


### 6. highlights that national media , in particular public service media , have an important responsibility to adequately reflect the cultural , linguistic , social and political diversity and to inform citizens extensively about all topics that are relevant to their everyday lives , including eu policies and news. ### 6. highlights that national , including regional and local media and in particular public service media , have an important responsibility to adequately reflect the cultural , linguistic , social and political diversity and to inform citizens extensively about all topics that are relevant to their everyday lives , including independent and critical coverage of eu policies and affairs.


### c. whereas the covid-19 pandemic has caused perhaps the most severe disruption to the world’s education and training systems in history , threatening a loss of learning for an entire generation of students; whereas that same generation faces entering a labour market heavily impacted by the covid-19-fuelled economic crisis; ### c. whereas the covid-19 pandemic has caused perhaps the most severe disruption to the world’s education and training systems in history , threatening a loss of learning for an entire generation of students and may erase decades of progress achieved; whereas this loss of learning is likely to decrease future income levels of the affected generation and will also potentially negatively impact labour productivity growth and competitiveness levels for the union as a whole; whereas that same generation faces entering a labour market heavily impacted by the covid-19-fuelled economic downturn;


### d. whereas the sudden shift to mass online and distance learning precipitated by the crisis has exposed enormous gaps in digital education policy design and delivery within the european union and across member states; whereas the crisis has similarly demonstrated a lack of cooperation and coordination among the member states on education and training policies; ### d. whereas the sudden shift to mass online and distance learning precipitated by the crisis has exposed enormous gaps and differences in digital education policy design and delivery , home support as well as the degree of engagement by students within the european union and across member states; whereas the crisis has similarly demonstrated a lack of cooperation and coordination among the member states on education and training policies;


### e. whereas the overnight digital transition came in a context where 43 per cent of europeans lack basic digital skills1; whereas there is a direct correlation between where people live , their socioeconomic status , their income , their level of education and their employment on the one hand and their degree of digital proficiency on the other; ### e. whereas the overnight digital transition came in a context where 43 per cent of europeans lack basic digital skills , with significant differences between the member states and age groups1; whereas 85% of young people aged 16 to 24 have basic digital skills as opposed to 37% of people aged 55 and above;


### 1. salutes the creativity and resourcefulness shown by education and training institutions and their staff and by students and parents in adapting to online and distance learning; underlines , however , that the rushed digital transition in education and training has revealed glaring gaps with respect to access to digital infrastructure and devices , the quality of online teaching and the skills of teachers and trainers; ### 1. salutes the creativity and resourcefulness shown by education and training institutions , their staff and by its and parents in adapting to online and distance learning; underlines , however , that the sudden digital transition in education and training has also revealed gaps with respect to access to digital infrastructure and devices , the quality of online teaching and the skills of students , teachers and trainers;


### 2. notes with alarm that these gaps have exacerbated existing inequalities - both among and within the member states - and had a disproportionate impact on those already suffering social or other disadvantages and those with learning difficulties; welcomes , therefore , the efforts made by the member states to ensure that in-person learning can resume in a covid-19-secure environment; ### 2. notes with alarm that these gaps have exacerbated existing inequalities - both among and within the member states - and had a disproportionate impact on those already suffering social , economic or other disadvantages and those with learning difficulties; welcomes , therefore , the efforts made by the member states to ensure that in-person learning can resume in a covid-19-secure environment;


### 4. is concerned by the levels of digital illiteracy brought to the fore by the crisis , with many people struggling with basic online data protection , cybersecurity and information literacy; emphasises the importance of teaching basic digital skills through a genuine lifelong-learning approach; ### 4. is concerned by the uneven levels of digital illiteracy highlighted by the crisis , with many people struggling with basic online data protection , cybersecurity and information literacy; emphasises the importance of teaching digital and information literacy skills through a genuine lifelong-learning approach;


### 5. considers that the primary lesson to be learnt from the crisis is that inclusion and equal opportunities must be placed at the heart of the union’s future education and training policies; ### 5. considers it necessary to take into account the lessons learned from the covid-19 pandemic and incorporate them into the union’s future education and training policies;


### 6. underlines that the crisis has shown the need for a multi-stakeholder approach to education policy , including teachers and trainers , learners , parents , businesses and community organisations in both design and delivery; recalls that learning takes place across formal , non-formal and informal settings and that policy-making must be geared towards this multi-setting approach; ### 6. underlines that the crisis has shown the need for a multi-stakeholder approach to education policy , including teachers and trainers , learners , parents , businesses and community organisations in both design and delivery; recognises the importance of public-private partnerships in the education sector; recalls that learning takes place across formal , non-formal and informal settings and that policy-making must be geared towards this multi-setting approach;


### 7. is convinced that the crisis offers an opportunity for deep reflection on the future orientation of education and training policy , of curricula and of learning methods; encourages the member states to embrace innovation and build new and emerging technologies into their education and training systems in a smart , learner-centred way; ### 7. is convinced that the crisis offers an opportunity to speed up the currently slow pace of change in academic institutions and for deep reflection on the future orientation of education and training policy , of curricula and of learning methods , which is essential for achieving a more robust society; encourages the member states to embrace digitalisation and build new and emerging technologies into their education and training systems in a smart , learner-centred way;


### 8. considers that better cooperation and coordination among the member states and a more ambitious union education and training policy would have improved the effectiveness of the response to the covid-19 crisis; ### 8. considers that better cooperation and coordination among the member states and a more ambitious union education and training policy would likely have improved the effectiveness of the response to the covid-19 crisis;


### 9. calls , therefore , on the commission to propose a bold policy framework for future european education policy , transforming the european education area from a loose vision of principles into a concrete work programme with a set of measurable objectives , including , as a first priority , making the automatic mutual recognition of qualifications , diplomas and learning periods aboard a reality in the union by 2025 at the latest; urges the commission to take a similarly bold approach to the upgraded digital education action plan , shifting from a collection of disparate actions to a fully-fledged digital skills and education strategy; ### 9. calls , therefore , on the commission to propose a bold policy framework for future european education policy , transforming the european education area from a loose vision of principles into a concrete work programme with a set of measurable objectives , including mutual recognition of qualifications , diplomas and learning periods aboard a reality in the union by 2025 at the latest; urges the commission to take a similarly bold approach to the upgraded digital education action plan , shifting from a collection of disparate actions to a fully-fledged digital skills and education strategy;


### 11. notes that progress towards a european higher education area is considerably more advanced than in other education sectors; urges the commission , therefore , to focus greater efforts on other education sectors , in particular school education , adult education and vocational education and training; ### 11. notes that progress towards a european higher education area is considerably more advanced than in other education sectors; urges the commission , therefore , to focus greater efforts on other education sectors , in particular school education , adult education and vocational education and training through a life-long learning approach;


### — education and training activities with strong entrepreneurship components to train the next generation of talents , including the design and implementation of programmes awarded the eit label23 , in particular at master and doctoral level; ### — education and training activities within the knowledge triangle with strong entrepreneurship components to train the next generation of talents;


### (4) the eit , primarily through its knowledge and innovation communities (‘kics’) , should aim at strengthening innovation ecosystems that tackle global challenges. it should primarily have the objective of contributing to the development of the union’s and the member states’ innovation capacity at the highest standards. in order to achieve this objective , the eit should facilitate and enhance networking and cooperation and create synergies between different innovation communities in europe. ### (4) the eit , primarily through its knowledge and innovation communities (‘kics’) , should aim at strengthening innovation ecosystems that tackle global challenges including unexpected crisis having impact on the innovation triangle. it should primarily have the objective of contributing to the development of the union’s and the member states’ innovation capacity at the highest standards. in order to achieve this objective , the eit should facilitate and enhance networking and cooperation and create synergies between different innovation communities in europe , while keeping excellence its prior criterion.


### 1. reaffirms its strong commitment to multilingualism in the union as one of the fundamental prerequisites for the proper functioning of the union’s democratic system; acknowledges the role that the centre plays in facilitating the work of the union’s agencies and bodies by means of delivering high-quality translation and language services; ### 1. reaffirms its unwavering commitment to multilingualism in the union as one of the fundamental prerequisites for the proper functioning of the union’s democratic system; highlights the need to treat translation and language services of all member state languages equally; acknowledges the role that the centre plays in facilitating the work of the union’s agencies and bodies by means of delivering high-quality translation and language services in all official languages of the union;


### 1. grants the director of the translation centre for the bodies of the european union discharge in respect of the implementation of the centre’s budget for the financial year 2018 / postpones its decision on granting the director of the translation centre for the bodies of the european union discharge in respect of the implementation of the centre’s budget for the financial year 2018; ### 1. grants the director of the translation centre for the bodies of the european union discharge in respect of the implementation of the centre’s budget for the financial year 2018;


### 3. urges the centre to adopt a sustainable business model in accordance with the transformation plan devised following the external “study on the translation centre as the linguistic shared service provider for the eu agencies and bodies”; encourages the centre to fulfil the implementation of those actions which would help adapt the new business model to technological advances , such as the web translation and speech recognition project; ### 3. notes also the insufficient progress made in clarifying the future mandate and business model of the centre; urges the centre , therefore , to adopt a sustainable business model in accordance with the transformation plan devised following the external “study on the translation centre as the linguistic shared service provider for the eu agencies and bodies”; encourages the centre to fulfil the implementation of those actions which would help adapt the new business model to technological advances , such as the web translation and speech recognition project;


### 4. notes with concern that the centre has not completed the anti-fraud plan which was targeted to be implemented by the end of 2018 and which had an implementation rate of 66 % in 2018; ### 4. notes with concern that the centre has not completed the anti-fraud plan which was targeted to be implemented by the end of 2018 and which had an implementation rate of 66 % in 2018; urges the centre to speed up the implementation of that plan; invites the centre to report to parliament on its progress by the second half of 2020;


### — having regard to the commission communication of 14 november 2014 on strengthening european identity through education and culture – the european commission’s contribution to the leaders’ meeting in gothenburg , 17 november 2017(com/2017/0673) , ### deleted


### — having regard to the report by european citizens’ panel 1 of the conference of the future of europe entitled ‘stronger economy , social justice and jobs / education , culture , youth and sport / digital transformation’ , ### deleted


### — having regard to the union of european federalists (uef) resolution on a systematic approach to european citizenship education , adopted on 4 july 2021 at the uef xxvii european congress in valencia , ### deleted


### — having regard to the commission’s eurydice report of 19 october 2021 entitled ‘equity in school education in europe – structures , policies and student performance’ , ### deleted


### — having regard to the jean monnet network’s 2017 guidelines for teacher educators on children’s identity and citizenship in europe , ### deleted


### — having regard to its resolution of 19 january 2016 on the role of intercultural dialogue , cultural diversity and education in promoting eu fundamental values6 , ### deleted


### b. whereas new systemic changes such as the climate crisis , supranational political integration and the digital shift require the corresponding adaptation of educational systems , including citizenship education; ### b. whereas new systemic changes such as the digital shift , as well as emerging local and global challenges , i.e the global pandemic of covid-19 , require the corresponding adaptation of educational systems , including where necessary citizenship education;


### c. whereas citizenship education must be understood as multilevel , encompassing local , regional , national , european and global citizenship; ### c. whereas citizenship education must be understood as multilevel , encompassing local , regional , national citizenship , as well as european and global aspects of citizenship;


### d. whereas sociopolitical changes observed in member states , ranging from social polarisation and low institutional trust to democratic backsliding , the erosion of the rule of law , exclusionary nationalism and the instrumentalisation of euroscepticism for political purposes , along with the rise of extremist movements and authoritarianism , may pose a serious threat to european democracies and destabilise the eu as a whole; whereas strengthening citizenship education in formal , non-formal , informal and lifelong-learning education could play an important role in countering this trend; ### d. whereas strengthening citizenship education in formal , non-formal , informal and lifelong-learning education could play an important role in engendering a more open political discourse and successful engagement of citizens in the political and legislative processes at national and european level;


### e. whereas the emergence of a dynamic european citizenship has been hindered by a knowledge and emotional gap; whereas insufficient knowledge about the eu and poor understanding of its added value may contribute to the perception of a democratic deficit and may lead to euroscepticism in member states; ### e. whereas the emergence of a dynamic european citizenship has been hindered by a knowledge and emotional gap; as well as a lack of mechanisms enabling citizen’s participation and dialogue; whereas european identity complements the multiple local , national , geographical , cultural or other identities a person might have; whereas insufficient knowledge about the eu and poor understanding of its added value may contribute to the perception of a democratic deficit and may lead to euroscepticism in member states;


### e. whereas the emergence of a dynamic european citizenship has been hindered by a knowledge and emotional gap; whereas insufficient knowledge about the eu and poor understanding of its added value may contribute to the perception of a democratic deficit and may lead to euroscepticism in member states; ### e. whereas insufficient knowledge about the eu and poor understanding of its functions and added value are a well documented fact; whereas the disconnect between eu decision making and the population in general has contributed to a democratic deficit and has led to euroscepticism in member states;