### 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 or other disadvantages , those with learning difficulties , as well as learners belonging to vulnerable and minority groups; 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 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;


### 3. stresses that social and educational inequalities often take root in early childhood and tend to widen through adulthood since lower educational attainment typically leads to worse employment prospects , which in turn tend to lessen access to in-work training and development opportunities; ### 3. 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; acknowledges the crucial role of educators and teachers in education in the digital age; calls for the improvement of professional development focused on digital education;


### 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 levels of digital illiteracy brought to the fore by the crisis , with many people struggling with basic online data protection , cybersecurity and information literacy; is also concerned by the upscaling of the negative impact of fake news during times of crisis; emphasises the importance of teaching basic digital skills through a genuine lifelong-learning approach with a focus on pedagogy and not solely the use of technology; recalls that teacher support is essential in engaging students in the process of learning;


### 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 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 and that there is a need to adapt the content and skills of our education systems to the current social , cultural , economic and labour reality; points out , furthermore , that the lack of basic and essential digital skills among students and teachers that this crisis is showing;


### 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;


### 12. recalls that the erasmus+ programme is the primary funding instrument to support the construction of the european education area; underlines the value of tools developed with erasmus+ support to produce and share teaching resources , for example through e-twinning , and to develop teacher training modules , for example through the school education gateway; believes that such tools , if scaled up and better funded , can make a real difference to online teaching and learning; ### 12. recalls that the erasmus+ programme is the primary funding instrument to support the construction of the european education area; underlines the value of tools developed with erasmus+ support to produce and share teaching resources , for example through e-twinning , and to develop teacher training modules , for example through the school education gateway; believes that such tools , if scaled up and better funded , can make a real difference to online teaching and learning; furthermore , supports the development of a blended mobility concept which combines physical mobility with virtual meetings and learning;


### 14. recalls that well-functioning education and training systems require high levels of public investment; insists , therefore , that ambitious policies without the corresponding funding in place lack credibility; deeply regrets that specifically those programmes that support education and training policies - notably erasmus+ , horizon europe and the european social fund plus - have been subject to budgetary cuts in the political agreement on the next mff reached at the july european council; reiterates its call for the erasmus+ budget to be tripled compared to the 2014-2020 mff; ### 14. recalls that well-functioning education and training systems also require adequate levels of public investment; insists , therefore , that ambitious policies without the corresponding funding in place lack credibility; deeply regrets that specifically those programmes that support education and training policies - notably erasmus+ , horizon europe and the european social fund plus - have been subject to budgetary cuts in the political agreement on the next mff reached at the july european council; reiterates its call for the erasmus+ budget to be tripled compared to the 2014-2020 mff;


### e. whereas one of the achievements of the eych was the establishment of a european stakeholder network with lasting ties; ### e. whereas one of the achievements of the eych was the establishment of a european stakeholder network with lasting ties; whereas this network should be sustainable and durable;


### 1. considers that cultural heritage is an invaluable resource , enabling us to reflect on history and helping to identify not only different memories , but also the common threads that bind us all , thus promoting diversity , cohesion , solidarity and understanding; ### 1. considers that cultural heritage is an invaluable resource , enabling us to reflect on history and helping to identify not only different memories , but also the common threads that bind us all , thus promoting diversity , cohesion , solidarity and understanding and developing intellectual capacities of individuals in society; considers the cultural heritage as the important source of pleasure , intellectual satisfaction and place of active relaxation;


### 1. considers that cultural heritage is an invaluable resource , enabling us to reflect on history and helping to identify not only different memories , but also the common threads that bind us all , thus promoting diversity , cohesion , solidarity and understanding; ### 1. considers that cultural heritage is an invaluable resource , enabling us to reflect on history and critically engage with it , helping to identify not only different memories , but also the common threads that bind us all , thus promoting diversity , cohesion , solidarity and understanding;


### 4. stresses the importance of all types of education – formal , non-formal and informal – relating to history and cultural heritage , at all ages; reiterates the significance of including art , music , film and theatre , design and architecture in school curricula; ### 4. stresses the importance of all types of education – formal , non-formal and informal – relating to history and cultural heritage , at all ages; reiterates the significance of including art , music , film and theatre , design and architecture in school curricula; it emphasise the importance of the education on the fields of humanities (such as philosophy , history or history of religion) , since it is key to understand the origin and complexity of our cultural heritage;


### 5. believes that the house of european history should become a knowledge and collaboration hub for young researchers from across the eu; ### 5. believes that the house of european history should become a knowledge and collaboration hub for researchers , teachers and students from across the eu;


### 6. highlights the role digital education can play in enabling learning about and through cultural heritage; notes the need to develop high-quality e-learning initiatives in order to make learning about cultural heritage more accessible and enhance heritage-related skills across europe; ### 6. highlights the increasing role that digital education can play in enabling learning about and through cultural heritage; notes the need to develop high-quality e-learning initiatives including massive open online courses (moocs) in order to make learning about cultural heritage more accessible and enhance heritage-related skills across europe; considers in this regard that the digital education action plan can contribute significantly to the cause and calls for the foreseen update of the plan to encompass support for cultural heritage education;


### 7. expresses its concern about the lack of skilled craftspeople , restoration professionals and heritage experts , which is putting european heritage at risk; ### 7. expresses its concern about the lack of skilled craftspeople , restoration professionals and heritage experts as well as the lack of systemic approach and efficient mechanisms for transmitting their skills and knowledge to others , which in turn is putting european heritage at risk;


### 7. expresses its concern about the lack of skilled craftspeople , restoration professionals and heritage experts , which is putting european heritage at risk; ### 7. expresses its concern about the lack of skilled craftspeople , restoration professionals and heritage experts , which is putting european heritage at risk; and the willingness to facilitate their mobility thanks to programmes such as erasmus+;


### 8. reiterates the need to improve socio-economic and labour conditions and gender balance and to promote mobility opportunities for different specialists employed in the cultural heritage sector; ### 8. reiterates the need to improve socio-economic and labour conditions and gender balance and to promote mobility opportunities for different specialists employed in the cultural heritage sector; notes that the foreseen economic crisis should not stop such efforts;


### 9. welcomes the commission’s proposal to set up a new knowledge and innovation community (kic) on cultural and creative industries (cci) within the european institute of innovation and technology (eit); ### 9. welcomes the commission’s proposal to set up a new knowledge and innovation community (kic) on cultural and creative industries (cci) within the european institute of innovation and technology (eit) , reflecting social diversity and where cultural heritage should also be seen as a source of inspiration for contemporary creations and solutions;


### 10. stresses the importance of digitising cultural material so as not only to preserve it for future generations (the storing function) , but to also make it more easily accessible to a larger audience by bringing cultural heritage online; ### 10. highlights the significance of digital cultural heritage , with increasing number of people having unparalleled opportunities to access and engage with cultural material; acknowledges the increasing relevance of digital cultural heritage , especially during pandemics and the associated lockdowns whereby virtual museum tours , exhibitions , digital libraries and online encyclopaedias as well as other similar digital solutions provide solace and only means for people to access and engage with cultural heritage and culture more broadly; stresses the importance of digitising cultural material so as not only to preserve it for future generations (the storing function) , but to also make it more easily accessible to a larger audience by bringing cultural heritage online;


### 11. highlights that relevant technological advances are opening new possibilities for not only capturing , preserving and visualising cultural heritage , but also processing , analysing and reconstructing it; ### 11. highlights that relevant technological advances such as digital survey , 3d modelling and printing , augmented reality (ar) , virtual reality (vr) as well as the role of artificial intelligence (ai) and big data are opening new possibilities for not only capturing , preserving and visualising cultural heritage , but also processing , analysing , reconstructing and developing applications for it;


### 13. emphasises that interoperability is key to ensuring that digital content is usable and reusable; ### 13. emphasises that interoperability is key to ensuring that digital content is usable and reusable; highlights in this regard the role of standards and frameworks;


### 14. underlines the need to develop a comprehensive eu framework with adequate funding for the protection and promotion of digitised and born-digital cultural heritage; ### 14. underlines the need to develop a comprehensive eu framework with adequate funding for the protection and promotion of digitised and born-digital cultural heritage; notes the need for national preservation policies with selection decisions that are based on clearly defined principles and carried out in an accountable manner; notes the invaluable contribution digital curators can provide in ensuring digital cultural heritage is protected and available to public;


### 15. emphasises that the cultural heritage sector’s contribution to economic development is noteworthy , with spillover effects in other economic sectors; notes that over 300 000 people in europe are employed in the cultural heritage sector , while 7.8 million jobs in europe are indirectly linked to it51 ; ### 15. emphasises that the cultural heritage sector’s contribution to economic development is noteworthy , with spillover effects in other economic sectors; notes that over 300 000 people in europe are employed in the cultural heritage sector , while 7.8 million jobs in europe are indirectly linked to it51; is of the view , therefore , that economic support throughout the crises to the cultural heritage sector and for people employed in it is crucial;


### 16. recognises that sustainable cultural tourism has a significant potential to generate growth and jobs in the eu , as already four out of ten tourists choose their destination on the basis of its cultural offering; ### 16. recognises that sustainable cultural tourism has a significant potential to generate growth and jobs in the eu , as already four out of ten tourists choose their destination on the basis of its cultural offering; stresses , however , that the promotion of cultural tourism needs to be done in an inclusive manner with regard to local communities and economies , lifestyles and traditions and needs to balance between economic , social , cultural and environmental needs;


### 17. urges the member states to put strong mechanisms in place to prevent overexploitation of cultural heritage , including through tourism; warns against the influence of short-term commercial interests that risk undermining the authenticity of cultural sites and practices and degrading their quality; ### 17. urges the member states to put strong mechanisms in place to prevent overexploitation of cultural heritage , including through tourism; warns against the influence of short-term commercial interests that risk undermining the authenticity of cultural sites and practices and degrading their quality; welcomes in this regard the launch of cultural heritage in action programme which via peer-learning strives to help strengthen cultural heritage policies at a local and regional level;


### 18. recommends further efforts to encourage travel to less well-known and popular destinations and rural areas , as well as low-season travel; ### 18. recommends further efforts to encourage travel to less well-known and popular destinations and rural areas , as well as low-season travel so as to promote sustainability and accessibility in tourism , especially for people with disabilities;


### 19. is concerned about the impact on cultural heritage of pollution , vandalism , theft , poorly managed tourism and uncontrolled development , as well as of global warming and climate change; calls on the commission to propose concrete actions for preserving and protecting cultural heritage in light of these natural and human-made hazards; ### 19. is concerned about the impact on cultural heritage of pollution , vandalism , theft , poorly managed tourism and uncontrolled development , as well as of global warming and climate change , in particular due to increased occurrences of extreme weather events , including heavy downpours , heatwaves , floods , fire and wind risk; calls on the commission to propose concrete actions for preserving and protecting cultural heritage in light of these natural and human-made hazards;


### 21. calls on the commission to adopt a more integrated approach towards cultural heritage , treating tangible , intangible , natural and digital heritage as interconnected and inseparable; ### 21. calls on the commission to adopt a more integrated approach towards cultural heritage , treating tangible , intangible , natural and digital heritage as interconnected and inseparable and for that purpose to refer to the unesco standards;


### 24. notes that nearly three quarters of europeans surveyed think public authorities should allocate more resources to cultural heritage; highlights the need to increase eu funding to activities related to cultural heritage; ### 24. notes that nearly three quarters of europeans surveyed think public authorities should allocate more resources to cultural heritage; highlights the need to increase eu funding to activities related to cultural heritage; is , however , concerned that the economic fallout from the covid-19 crisis and the austerity measures implemented by the governments in the long term will often result in decreased funding for protection and promotion of cultural heritage;


### 26. calls for increased efforts to build on the momentum of the eych in order to develop it into a durable policy legacy at local , regional , national and european levels , since this in its turn would help develop the sense of belonging to the european cultural space and of shared responsibility for preserving , enriching and promoting cultural heritage; ### 26. calls for increased efforts to build on the momentum of the eych in order to develop it into a durable policy legacy at local , regional , national and european levels , since this in its turn would make a positive economic , cultural and social contribution to the lives of european citizens and help develop the sense of belonging to the european cultural space and of shared responsibility for preserving , enriching and promoting cultural heritage;


### 3.2. supporting the innovation capacity of higher education 11 ### 3.2. supporting the innovation and entrepreneurial capacity of higher education 11


### since its set up , the eit has established itself gradually as a successful instrument addressing societal challenges. the eit operates mainly through knowledge and innovation communities (kics) , which are large-scale european partnerships between education and training , business and research organisations. there are currently eight kics that operate in the following areas: climate change , digital transformation , energy , food , health , raw materials , urban mobility and added-value manufacturing (see figure 2). ### since its set up , the eit has established itself gradually as a unique instrument addressing societal challenges through the integration of the knowledge triangle. the eit operates mainly through knowledge and innovation communities (kics) , which are large-scale european partnerships between education and training , business and research organisations. there are currently eight kics that operate in the following areas: climate change , digital transformation , energy , food , health , raw materials , urban mobility and added-value manufacturing (see figure 2). the eit and the kics’ objectives shall always be coherent with the most relevant union policies , such as the industrial strategy , the green deal and the economic recovery plan , and they should contribute to their implementation.


### the eit approach contributes to both incremental and disruptive innovations to happen , to effectively address market failures and help transform industries. it enables the creation of long-term business strategies for addressing global challenges and helps creating the framework conditions that are essential for a well-functioning innovation ecosystem to grow and innovation to thrive. ### the eit approach help build resilience , increase sustainability and contributes to both incremental and disruptive innovations to happen , to effectively address market failures and help transform industries and support the creation of start-ups , spin-offs and small and medium-sized enterprises (smes). it enables the creation of long-term business strategies for addressing global challenges and helps creating the framework conditions that are essential for a well-functioning innovation ecosystem to grow and innovation to thrive.


### 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;


### 1. approves the closure of the accounts of the translation centre for the bodies of the european union for the financial year 2018 / postpones the closure of the accounts of the translation centre for the bodies of the european union for the financial year 2018; ### 1. approves the closure of the accounts of the translation centre for the bodies of the european union for the financial year 2018;


### 2. notes with appreciation the continued impact of the pricing structure introduced in 2017 for the translation of documents , which corresponded to a saving of eur 4 ,4 million for the centre’s clients in 2018; ### 2. notes with appreciation , and highlights the positive effects of , the continued impact of the pricing structure introduced in 2017 for the translation of documents , which corresponded to a saving of eur 4 ,4 million for the centre’s clients in 2018;


### 3. notes that the centre implemented two actions to share resources with other agencies on overlapping tasks through the eu agencies network: a shared services catalogue , which lists all the services that can be shared by the agencies , and a joint procurement portal on which the agencies’ procurement plans are shared; ### 3. welcomes that the centre implemented two actions to share resources with other agencies on overlapping tasks through the eu agencies network: a shared services catalogue , which lists all the services that can be shared by the agencies , and a joint procurement portal on which the agencies’ procurement plans are shared; strongly encourages the centre to actively seek further and broader cooperation with all of the union agencies , especially given its strategically well suited location in luxembourg , where many other union agencies are headquartered;


### 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;


### 8. notes that , although the centre is not fee-financed , it depends on revenue received from its clients , who are represented on the centre’s management board , and that there is therefore a high risk of conflicts of interests regarding the pricing of the centre’s products which could be remedied if the commission collected the fees on behalf of the centre’s clients , leading to the centre being fully funded from the union budget; acknowledges the centre’s comment that the possibility of being funded from the union budget would require an agreement between the commission and the budgetary authority; calls on the centre to report to the discharge authority on measures taken in order to mitigate such a risk; ### 8. notes with concern that , although the centre is not fee-financed , it depends on revenue received from its clients , who are represented on the centre’s management board , and that there is therefore a high risk of conflicts of interests regarding the pricing of the centre’s products which could be remedied if the commission collected the fees on behalf of the centre’s clients , leading to the centre being fully funded from the union budget; acknowledges the centre’s comment that the possibility of being funded from the union budget would require an agreement between the commission and the budgetary authority; calls on the centre to report to the discharge authority on measures taken in order to mitigate such a risk;


### 9. notes the launch , in 2018 , of the new version of the interactive terminology for europe database intended to increase the centre’s public visibility and online presence; ### 9. welcomes the launch , in 2018 , of the new version of the inter active terminology for europe database intended to increase the centre’s public visibility and online presence; calls upon the centre to further aim its focus on disseminating the results of its work to the general public , and to reach out to the public via the social media and other media outlets;


### 1. notes the efforts of the translation centre for the bodies of the european union (‘the centre’) to raise awareness of the importance of multilingualism for the agencies’ operations and to foster multilingual communication to reach out to union citizens; ### 1. notes the efforts of the translation centre for the bodies of the european union (‘the centre’) to raise awareness of the importance of multilingualism for the agencies’ operations and to foster multilingual communication to reach out to union citizens; looks forward to seeing the first results of the pilot launched in 2021 aiming to analyse the agencies’ existing multilingual practices with a view to setting up a ‘multilingualism toolbox’ and creating common guidelines for agencies’ language policies;


### 2. welcomes the drafting of a new business continuity policy in 2021 to prepare the centre better for any future health crisis; ### 2. welcomes the drafting of a new business continuity policy in 2021 to prepare the centre better for any future health crisis; notes that 2021 saw a 3 ,3 % increase in the volume of work due to higher than expected requests from clients , with a 8 ,5 % decrease in eu trademark activity largely compensated by a 17 % increase of non-trademark translations , leading to a final budgetary surplus of eur 2 ,6 million for the year; welcomes the progressive reduction of the centre’s dependence on eu trade marks and its continuing search to expand its other product and service lines;


### 3. welcomes the fact that the court of auditors , in its annual report on eu agencies for the financial year 2021 , confirms the legality and regularity of the revenue and payments underlying the centre’s accounts; ### 3. welcomes the fact that the court of auditors , in its annual report on eu agencies for the financial year 2021 , confirms the legality and regularity of the revenue and payments underlying the centre’s accounts; notes with satisfaction that in 2021 the centre’s client portfolio continued to grow , with the signing of new cooperation agreements with the european health and digital executive agency (hadea) and the eu agency for the space programme (euspa – formerly gnss);


### 4. in the context of recurring issues encountered with the quality of translations produced by external language service providers , notes that the centre has put in place a system for assessing the quality of outsourced translations and improving translations that show weaknesses; ### 4. in the context of recurring issues encountered with the quality of translations produced by external language service providers , notes that the centre has put in place a system for assessing the quality of outsourced translations and improving translations that show weaknesses; welcomes the fact that the centre has developed specific guidelines on the centre’s quality expectations , provided tutorials for external providers to address recurring issues and took stringent measures against several contractors whose documents were judged to be repeatedly unsatisfactory , leading in some cases to the termination of framework contracts;


### digitalisation and green transition ### digitalisation and sustainability


### 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 climate change , supranational political integration and the digital shift require the corresponding adaptation of educational systems , including citizenship education; whereas the universal availability of high-quality education , including in rural areas , is crucial for the successful creation of a european education area;


### 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 , european and global citizenship; whereas the ongoing process of globalisation and european integration will require the new generation of europeans to increasingly engage politically at multiple levels , to be able to live and work internationally and navigate difference in their daily lives; whereas societies are becoming more diverse , making respect for the diversity of cultures and origins and the rejection of any kind of discrimination towards women , lgtbiq people or minorities ever more important within europe;


### 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 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 in the long term;


### 1. regrets that there is no common definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge , skills , competences and care; ### 1. notes that there is no common definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge , skills , competences and care and is essential for the creation of solidarity and a feeling of togetherness;


### 3. underlines that sociopolitical and global changes will require an increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within member states; ### 3. underlines that sociopolitical and global changes will require an increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within member states; notes that students living in remote and outermost areas face additional barriers when engaging with citizenship education programmes;affirms that every single student must have access to high quality citizenship education focusing on their specific needs in terms of financing and infrastructure;


### 4. points out that while some aspects of citizenship education are present in most national curricula , there are strong differences across member states; recalls that initial and continuous teacher training must be a priority in the field of citizenship education; ### 4. points out that while some aspects of citizenship education are present in most national curricula , there are strong differences across member states; recalls that ongoing initial and continuous teacher training must be a priority in the field of citizenship education;


### 6. recalls the crucial pedagogical role of non-formal and informal learning , including youth work , volunteering and sport , in developing social and civic skills , competences and behaviours , and in shaping responsible and active european citizens; ### 6. recalls the crucial pedagogical role of non-formal and informal learning , including youth work , volunteering and sport , in developing social and civic skills , competences and behaviours , and in shaping responsible-minded and active european citizens;


### 8. regrets that eu programmes have not been able to provide substantial and effective support for eu and global citizenship education; ### deleted


### 8. regrets that eu programmes have not been able to provide substantial and effective support for eu and global citizenship education; ### 8. notes that eu programmes have not been able to provide substantial and effective support for eu and global citizenship education;


### 13. considers that in the post-et 2020 cooperation framework , attention should be focused on developing curricula and national assessments in citizenship education that integrate all relevant aspects of the subject area; ### 13. considers that in the post-et 2020 cooperation framework , attention should be focused on developing curricula and national assessments in citizenship education that integrate all relevant aspects of the subject area in line with european reference framework for democratic culture of the council of europe and the european reference framework of key competences for lifelong learning , in particular with regards to social and civic competences;


### 17. calls on the commission to include european citizenship learning modules and a visit programme to heritage and memory sites of historical significance for the union and the host countries as an integral part of any erasmus + and european solidarity corps mobility opportunity; ### 17. calls on the commission to include european citizenship learning modules and a visit programme to heritage and memory sites of historical significance for the union and the host countries to promote an intercultural and dialogical approach to history and strengthen european values and principles as an integral part of any erasmus + and european solidarity corps mobility opportunity;


### 17. calls on the commission to include european citizenship learning modules and a visit programme to heritage and memory sites of historical significance for the union and the host countries as an integral part of any erasmus + and european solidarity corps mobility opportunity; ### 17. calls on the commission to include european citizenship learning modules and a visit programme to heritage and memory sites of historical significance for the union and the host countries as an integral part of any erasmus + and european solidarity corps mobility opportunity; asks the commission to develop synergies with erasmus+ programme on this issue;


### 19. calls for coordination across eu programmes to be reinforced in order to increase the systemic impact of citizenship education; ### 19. calls for coordination across eu programmes to be reinforced in order to increase the systemic impact of citizenship education; inter alia , by introducing and providing a module on the eu citizenship in training courses financed by the eu through structural funds and mobility programmes; believes that undertaking a modules in eu citizenship education should entail a certification through microcredentials;


### 20. asks the commission to propose a recommendation containing indicative primary and secondary school curricula on the eu and global civic education for its voluntary adoption by the member states , in full respect of treaty provisions; believes that said common demonstrative curricula should foster a better understanding of the existing eu institutions , the european electoral and decision-making processes , and the history and cultures of member states and the common links between them , combining different pedagogical approaches and methods , including theoretical and project-based learning; ### 20. asks the commission to propose a recommendation containing indicative guidelines on citizenship education concerning the eu for its voluntary adoption by the member states , in full respect of treaty provisions; stresses in this context the importance of the subsidiarity principle; believes that said common demonstrative curricula should foster a better understanding of the existing eu institutions , the european electoral and decision-making processes , and the history and cultures of member states and the common links between them , combining different pedagogical approaches and methods , including theoretical and project-based learning;


### 21. calls for the establishment of a new eu agency on citizenship education to improve accessibility to and the quality of citizenship education in all member states and to support the development of a european dimension in citizenship education; ### 21. calls for the reinforcement of the capacities in order to improve the accessibility to and the quality of citizenship education in all member states and to support the development of a european dimension in citizenship education;


### a. whereas culture has major potential to promote the eu’s values , solidify its identity and contribute to the fulfilment of its objectives worldwide , as well as addressing global challenges; ### a. whereas culture has major potential to promote the eu’s values , solidify its identity and contribute to the fulfilment of its objectives worldwide , as well as addressing global challenges; whereas culture is a very important driver for tourists visiting europe from third countries and whereas it also plays an important economic role in creating jobs and contributing to regional equilibrium;


### a. whereas culture has major potential to promote the eu’s values , solidify its identity and contribute to the fulfilment of its objectives worldwide , as well as addressing global challenges; ### a. whereas culture has major potential to promote the eu’s values , solidify its identity and contribute to the fulfilment of its objectives worldwide , as well as addressing global challenges , including fostering human development and peace;


### b. whereas the 2018 european year of cultural heritage promoted culture and cultural heritage; ### b. whereas the 2018 european year of cultural heritage promoted culture and cultural heritage; whereas the preservation , protection and promotion of cultural heritage in all forms is an important driver for strengthening intercultural relations , peace , democracy , sustainable development , reconciliation and cultural coexistence;


### b. whereas clearly targeted resources for international cultural relations would greatly enhance its ability to fully develop; ### b. whereas clearly targeted resources for international cultural relations would greatly enhance its ability to fully develop and support the eu's intercultural relations as a valuable component of the diplomatic toolbox;


### b. whereas clearly targeted resources for international cultural relations would greatly enhance its ability to fully develop; ### b. whereas clearly targeted resources for international cultural relations would greatly enhance its ability to fully develop; whereas culture can become a driver to promote sustainable social and economic development;


### d. whereas illiberal and authoritarian regimes attempt to redefine international rules and values by challenging their universality and claiming them to be a weapon of cultural hegemony deployed by the eu; ### d. whereas illiberal and authoritarian regimes attempt to redefine international rules and values by challenging their universality and claiming them to be a weapon of cultural hegemony deployed by the eu; whereas in order to combat such claims it is necessary for the eu to further invest in strategic communication and visibility campaigns to promote shared values and cultural heritage;


### 1. acknowledges the efforts of the commission and the european external action service to implement the eu strategy for international cultural relations , demonstrating the eu’s added value and advancing cultural cooperation with partner countries; ### 1. acknowledges the efforts of the commission and the european external action service to implement the eu strategy for international cultural relations , demonstrating the eu’s added value and advancing cultural cooperation and relations with partner countries;


### 3. calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries; ### 3. calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries; urges that joint actions be implemented by the eu delegations , the diplomatic missions of the member states and national cultural institutes to promote european culture in third countries;


### 3. calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries; ### 3. calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries; calls for better cooperation between the eu and third countries in protection of cultural heritage and fight against illicit trafficking of cultural goods;


### 3. calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries; ### 3. calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries such as unesco , council of europe , interpol , the world customs organisation and international council of museums;


### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors and academia in third countries; ### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors and academia in third countries; calls for consideration to be given to the possible creation of a special fund for the recovery , protection , restoration and promotion of european cultural heritage , which could also contribute to the recovery of global cultural heritage;


### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors and academia in third countries; ### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors , including public institutions , civil society , as well churches , religious associations or communities and academia in third countries;


### 5. calls for an update to the 2016 eu strategy for international cultural relations with a view to establishing a permanent structural and institutional eu dimension and developing and implementing a long-term strategy to be integrated permanently and horizontally within the eu’s external action toolbox. ### 5. calls for an update to the 2016 eu strategy for international cultural relations with a view to establishing a permanent structural and institutional eu dimension and developing and implementing a long-term strategy to be integrated permanently and horizontally within the eu’s external action toolbox; calls for the strategy update to incorporate a call for the eu to include protection of cultural heritage in its external action , which will also help to preserve peace and promote mutual tolerance and respect;


### 1. underlines that every human being has the right to freedom of opinion and expression and that this right includes the freedom to hold opinions without interference and to seek , receive and impart information and ideas through any medium and regardless of borders; recalls the essential role that journalists play in promoting democratic values , human rights and fundamental freedoms; ### 1. underlines that every human being has the right to freedom of opinion and expression and that this right includes the freedom to hold opinions without interference and to seek , receive and impart information and ideas through any medium and regardless of borders; recalls the essential role that journalists play in promoting and safeguarding democratic values , human rights and fundamental freedoms;


### 1. underlines that every human being has the right to freedom of opinion and expression and that this right includes the freedom to hold opinions without interference and to seek , receive and impart information and ideas through any medium and regardless of borders; recalls the essential role that journalists play in promoting democratic values , human rights and fundamental freedoms; ### 1. underlines that every human being has the right to freedom of expression , opinion and information and that this right includes the freedom to hold opinions without interference and to seek , receive and impart information and ideas through any medium and regardless of borders; recalls the essential role that journalists play in promoting democratic values , human rights and fundamental freedoms;


### 2. notes with regret that there has been a rise in violence towards journalists and media professionals , which is increasingly happening in countries officially at peace and is creating a general sense of insecurity; deplores that 57 journalists have been killed in 20221 , 78 journalists are being held hostage and 478 journalists are currently imprisoned2 ; demands that all detained journalists be released immediately; ### 2. notes with regret that there has been a rise in violence towards journalists and media professionals , which is increasingly happening in countries officially at peace and is creating a general sense of insecurity; deplores that 57 journalists have been killed in 20221 , 78 journalists are being held hostage and 478 journalists are currently imprisoned2 ; demands that all detained journalists be released immediately; ‘in particular women journalists face increasing offline and online attacks and are subject to disproportional and specific threats. the gender-based violence they are exposed to implies stigmatisation , sexist hate speech , trolling , physical assault , rape and murder.’


### 3. recalls the essential role played by political and investigative journalists in fighting against human rights violations by performing their role as watchdogs for democracy and the rule of law through the collection of reliable and relevant information , thereby exposing state repression , corruption , criminal networks and all kind of human rights abuses , which ensures the necessary checks and balances to hold persons in power to account; highlights the fact that these activities put journalists at increased personal risk; ### 3. recalls the essential role played by political and investigative journalists in fighting against human rights violations by performing their role as watchdogs for democracy and the rule of law through the collection of reliable and relevant information , exposing state repression , corruption , criminal networks and all kind of human rights abuses , which ensures the necessary checks and balances to hold persons in power to account; highlights the fact that these activities put journalists at increased personal risk;


### 5. reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear; ### 5. deplores the continuing physical attacks , intimidation , hate speech and political slurs against journalists and civil society , including by state officials; calls on the authorities to investigate all cases of such attacks , to punish the perpetrators appropriately and to improve the safety of journalists; reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear;


### 5. reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear; ### 5. reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale , while combatting impunity for those who attach them; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear;


### 5. reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear; ### 5. calls on states to uphold the international standards to which they subscribe in order to protect journalists , correspondents and all media workers from violence , threats and intimidation at global scale; condemns the fact that some public figures and/or representatives of state authorities publicly denigrate journalists , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear;


### 6. deplores the fact that journalists and media workers often work in precarious conditions , which compromises their ability to work in a safe and enabling environment; stresses that adequate working conditions for journalists and media workers are crucial to fostering high-quality journalism , allowing journalists to fulfil their missions and upholding the right to information and the right to be informed; ### 6. deplores the fact that journalists and media workers often work in precarious conditions , which compromises their ability to work in a safe and enabling environment; stresses that adequate working conditions for journalists and media workers are crucial to fostering high-quality journalism , allowing journalists to fulfil their missions and upholding the right to information and the right to be informed; call in this regard on the member states to put in place concrete measures in order to support and encourage independent and high-quality journalism;


### a. whereas every human being has the right to freedom of opinion and expression; whereas this right includes the freedom to hold opinions without interference and to seek , receive and impart information and ideas through any medium and regardless of borders; whereas democracies can only function when citizens have access to independent information; whereas media freedom and pluralism are crucial components of the right to freedom of expression and information; whereas key democratic tasks of the media include strengthening transparency and democratic accountability; whereas journalists play an essential role in promoting democratic values , human rights and fundamental freedoms; ### a. whereas every human being has the right to freedom of opinion and expression; whereas this right includes the freedom to hold opinions without interference and to seek , receive and impart information and ideas through any medium and regardless of borders; whereas democracies can only function when citizens have access to independent information; whereas media freedom and pluralism are crucial components of the right to freedom of expression and information enabling democratic , free and participative societies; whereas key democratic tasks of the media include strengthening transparency and democratic accountability; whereas journalists play an essential role in promoting democratic values , human rights and fundamental freedoms , as well as ensuring transparency and accountability for public and governmental authorities;


### a. whereas every human being has the right to freedom of opinion and expression; whereas this right includes the freedom to hold opinions without interference and to seek , receive and impart information and ideas through any medium and regardless of borders; whereas democracies can only function when citizens have access to independent information; whereas media freedom and pluralism are crucial components of the right to freedom of expression and information; whereas key democratic tasks of the media include strengthening transparency and democratic accountability; whereas journalists play an essential role in promoting democratic values , human rights and fundamental freedoms; ### a. whereas every human being has the right to freedom of expression and information; whereas this right includes the freedom to hold opinions without interference and to seek , receive and impart information and ideas through any medium and regardless of borders; whereas democracies can only function when citizens have access to independent information; whereas media freedom and pluralism are crucial components of the right to freedom of expression and information; whereas key democratic tasks of the media include strengthening transparency and democratic accountability; whereas journalists play an essential role in promoting democratic values , human rights and fundamental freedoms;


### b. whereas a journalist is an individual who , on a professional basis , observes , describes , documents and analyses events , statements , policies and any proposals that could affect society , with the purpose of systematising such information and gathering and analysing facts to inform segments of society or society as a whole; ### b. whereas a journalist is an individual who , on a professional basis , observes , describes , documents , investigates and analyses events , statements , policies and any proposals that could affect society , with the purpose of systematising such information and gathering and analysing facts to inform segments of society or society as a whole;


### c. whereas states have obligations to safeguard the fundamental rights associated with journalists , such as the right to freedom of expression and opinion , the right to life and the right to personal dignity; whereas international human rights law establishes that the protection of journalists includes preventing all forms of discrimination without distinction of any kind , including race , colour , sex , language , religion , political or other opinion , national or social origin , and property , birth or other status; ### c. whereas states have obligations to safeguard the fundamental rights associated with journalists , such as the right to freedom of expression and opinion , the right to life and the right to personal dignity; whereas international humanitarian law provides for the protection of journalists and war correspondents , giving them immunity in armed conflict; whereas international human rights law also prohibits all forms of discrimination against journalists without distinction of any kind , including race , colour , sex , language , religion , political or other opinion , national or social origin , and property , birth or other status;


### e. whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability; ### e. whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents and journalists reporting on situations in certain totalitarian states or dictatorships; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability;


### e. whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability; ### e. whereas recent years have shown a decline in press freedom and a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents and journalists engaged in professional missions in zones of armed conflict; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability;


### g. whereas investigative journalists working to expose corruption are being particularly targeted; ### g. whereas investigative journalists working to expose corruption are being particularly targeted; whereas there is no definition of ‘corruption’ at international level , which makes it difficult to harmonise international rules for prosecuting people for it and complicates cooperation among countries to bring to justice those who commit the crime of corruption , leaving the journalists who reveal those crimes , and their families , unprotected;


### h. whereas technological innovation has increased the capacity of individuals , governments and other bodies to spy on journalists , compromise their digital security and force censorship upon them; whereas such attacks may include compromising journalists’ accounts , locking them out of their accounts , subjecting them to intrusive malware , targeting them with hateful and violent content and gathering and publishing personal information about them online; whereas surveillance and digital threats are having a negative impact on press freedom worldwide and limit journalists’ ability to investigate and report; ### h. whereas technological innovation has increased the capacity of individuals , governments and other bodies to spy on journalists , compromise their digital security and force censorship upon them; whereas such attacks may include compromising journalists’ accounts , locking them out of their accounts , subjecting them to intrusive malware , targeting them with hateful and violent content , publicly discrediting them and gathering and publishing personal information about them or their families; whereas surveillance and digital threats are having a negative impact on press freedom worldwide and limit journalists’ ability to investigate and report;


### i. whereas according to the committee to protect journalists , in 2022 , 66 journalists were killed and 64 were reported missing; ### i. whereas according to the committee to protect journalists , in 2022 , 67 journalists were killed and 64 were reported missing; whereas , according to that committee , latin america was the most deadly region for members of the press , with 30 journalists having been murdered , and whereas this accounts for almost 50% of the total number of journalists and media workers killed globally; whereas this region is regarded as ‘peaceful’ , with no large-scale armed conflict;


### i. whereas according to the committee to protect journalists , in 2022 , 66 journalists were killed and 64 were reported missing; ### i. whereas according to the committee to protect journalists , in 2022 , 66 journalists were killed and 64 were reported missing; and , according to reporters without borders (rsf) , 533 journalists are currently detained for carrying out their journalistic activity;


### j. whereas the safety of journalists is crucial to guarantee their ability to do their job properly; ### j. whereas the safety of journalists is crucial to guarantee their ability to do their job properly; whereas countries have to be guarantors of the integrity of the journalists operating on their territory;


### m. whereas the rapid growth of online and social media has amplified mis- and disinformation , as well as the spread of fake news , seeking to discredit credible sources of information and targeting journalists , fact checkers and media workers who are endeavouring to limit this spread; ### m. whereas the rapid growth of online and social media has amplified mis- and disinformation , as well as the spread of fake news , seeking to discredit credible sources of information and targeting journalists , fact checkers and media workers who are endeavouring to limit this spread; whereas an increasing number of people are turning to the internet and social media to keep themselves informed;


### o. whereas the killing and imprisonment of journalists , cartoonists , bloggers and media workers continue to be a widespread phenomenon , as does impunity for these actions; whereas online spaces are increasingly becoming a hostile environment and violence against female journalists has been intensifying; ### o. whereas the killing , forced exile and imprisonment of journalists , cartoonists , bloggers and media workers continue to be a widespread phenomenon , as does impunity for these actions; whereas online spaces are increasingly becoming a hostile environment and violence against female journalists has been intensifying;


### q. whereas media capture , a lack of institutional transparency , hate speech and disinformation are increasingly being exploited for political purposes to intensify social polarisation; ### q. whereas media capture , a lack of institutional transparency , hate speech and disinformation are increasingly being exploited for political purposes to intensify social polarisation; whereas these practices are used by totalitarian regimes to hold on to power;


### t. whereas in several countries , strategic lawsuits against public participation (slapps) are used by political and financial actors for the purpose of silencing critical voices or scaring journalists into halting investigations into corruption and other matters of public interest; whereas this is especially common in countries with defamation or libel laws that are easier to abuse; ### t. whereas in several countries , strategic lawsuits against public participation (slapps) are used by political and financial actors for the purpose of silencing critical voices or scaring journalists into halting investigations into corruption and other matters of public interest; whereas slapps are a serious threat to democracy and fundamental rights , such as freedom of expression and information , as journalists can be prevented or penalised for speaking up on issues of public interest; whereas this is especially common in countries with defamation or libel laws that are easier to abuse;


### v. whereas data analysis and algorithms are having an increasing impact on the information made accessible to citizens; whereas several countries have adopted cybercrime laws that further stifle press freedom by targeting independent and critical journalists; whereas journalists have been imprisoned and tortured for reporting on corruption and other human rights abuses; ### v. whereas data analysis and algorithms are having an increasing impact on the information made accessible to citizens; whereas several countries have adopted laws falsely purporting to combat cybercrime , which stifle press freedom by targeting critical journalists whose investigations , in many cases , were focused on state actors; whereas journalists have been imprisoned , forcibly exiled and tortured for reporting on corruption and other human rights abuses;


### 8. highlights the importance of ensuring the safety and well-being of journalist fact checkers , who are particularly targeted because they constantly reveal mis- and disinformation , and by doing so , often expose facts that people have put a lot of effort into hiding or distorting; ### 8. highlights the importance of ensuring the safety and well-being of journalist fact checkers , who are particularly targeted because they constantly reveal mis- and disinformation , and by doing so , often expose facts that people have put a lot of effort into hiding or distorting; ask the commission to build tools to address this issue , such as a legal framework for targeted media outlets and effective means for them to operate;


### 11. condemns the use of slapps to silence or intimidate journalists and outlets and to create a climate of fear to suppress their reporting; welcomes , in this regard , the commission proposal for a directive against slapps targeting journalists in the eu , and asks the commission and the european external action service (eeas) to encourage third countries , principally like-minded partners who have not yet done so , to take similar initiative at national level and to engage on this matter at international level; ### 11. condemns the use of slapps to silence or intimidate journalists and outlets and to create a climate of fear to suppress their reporting; welcomes , in this regard , the commission proposal for a directive against slapps targeting journalists in the eu; welcomes furthermore the analysis made by the commission in its 2022 rule of law report of existing threats against the safety of journalists in the eu and legal threats and abusive court proceedings against public participation; asks , in this respect , the commission and the european external action service (eeas) to encourage third countries , principally like-minded partners who have not yet done so , to take similar initiative at national level and to engage on this matter at international level;


### 15. calls on the eu delegations to apply the eu human rights guidelines on freedom of expression online and offline in a uniform and consistent manner as they pertain to protecting journalists and defending press freedom; strongly encourage the eeas to undertake all efforts to promote , harness and share examples of good practices , especially with eu officials prior to assignments in third countries; ### 15. calls on the eu delegations to apply the eu human rights guidelines on freedom of expression online and offline in a uniform and consistent manner as they pertain to protecting journalists and defending press freedom; strongly encourage the eeas to undertake all efforts to promote , harness and share examples of good practices , especially with eu officials prior to assignments in third countries; urges eu delegations in third countries to mount information campaigns to ensure that the general public is aware of the dangers that fake news poses and questions its veracity;


### 17. calls on the eeas to establish an urgency response plan to be followed by the eu delegations with a range of protective tools , such as the issuing of statements , coordinating trial monitoring , conducting prison visits , visiting the homes or offices of at-risk journalists , raising cases urgently with the authorities , using bilateral dialogues to raise press freedom concerns , facilitating rest and respite opportunities for at-risk or traumatised journalists , supporting temporary relocation and/or evacuation , providing physical accompaniment in extreme situations , and seeking to advocate and build the capacity of local law enforcement , judicial and governmental authorities to protect journalists , including by pushing for full accountability for abuses of press freedom; ### 17. calls on the eeas to establish , as a matter of urgency , an immediate response plan to be followed by all the eu delegations with a range of protective tools , such as the issuing of statements , assisting and coordinating trial monitoring , conducting prison visits , visiting the homes or offices of at-risk journalists , raising cases urgently with the authorities , using bilateral dialogues to raise press freedom concerns , facilitating rest and respite opportunities for at-risk or traumatised journalists , supporting temporary relocation and/or evacuation , providing physical accompaniment in extreme situations , and seeking to advocate and build the capacity of local law enforcement , judicial and governmental authorities to protect journalists and their families , including by pushing for full accountability for abuses of press freedom;


### 19. calls on eu delegations , eu member state diplomatic missions and like-minded partners to engage in proactive outreach to and support for journalist communities in third countries with a view to supporting their work and working conditions , to make regular assessments of the press freedom environment in each respective third country , including ongoing or emerging risks to journalists , and to seek ways to put in place either measures that could prevent abuses from occurring or protection measures , including providing demonstrable and visible moral support to journalists at risk; ### 19. calls on eu delegations , eu member state diplomatic missions and like-minded partners to engage in proactive outreach to and support for journalists and independent media in third countries with a view to supporting their work and working conditions , to make regular assessments of the press freedom environment in each respective third country , including ongoing or emerging risks to journalists , and to seek ways to put in place either measures that could prevent abuses from occurring or protection measures , including providing demonstrable and visible moral support to journalists and independent media at risk;


### 1. notes that the lack of adequate national regulations and strategies , as well as the lack of trained professionals , of the necessary infrastructure and of proper equipment and facilities , are barriers to quality education in several developing countries; ### 1. notes that the lack of adequate national regulations and strategies , as well as the lack of trained professionals , of the necessary infrastructure and of proper equipment and facilities , are barriers to quality education in the majority of developing countries;


### 3. calls on the commission to develop methodologies and guidelines that enhance the ability of its aid projects to reach girls by tackling barriers to quality , safe and inclusive education and training at all levels and by supporting the collection of disaggregated data , by gender and age , to better tailor responses to different subgroups of learners; ### 3. calls on the commission to develop methodologies and guidelines that enhance the ability of its aid projects to reach girls by tackling barriers to quality , safe and inclusive education and training at all levels and by supporting the collection of disaggregated data , by gender and age , to better tailor responses to different subgroups of learners; stresses the importance of greater cooperation and involvement of children´s parents in this process;


### 3. emphasises that the covid-19 pandemic has amplified the existing vulnerabilities in social services in africa , in particular in the field of education; ### 3. emphasises that the covid-19 pandemic has amplified the existing vulnerabilities in social services in africa , in particular in the field of education; underlines with deep concerns that school closures impacted around 250 million students in sub-saharan africa , adding to the 100 million out of school children before the pandemic;


### 4. calls on the commission , the eeas and the member states to support the authorities of third countries in implementing ‘safe school’ operations , including providing hygiene supplies and sharing information on handwashing and other hygiene measures; highlights , in this regard , the key role that teachers can play in health promotion; ### 4. calls on the commission , the eeas and the member states to support the authorities of third countries in implementing ‘safe school’ operations , including providing hygiene supplies and sharing information on handwashing and other hygiene measures; highlights , in this regard , the key role that teachers can play in health promotion as well as civil society actors , including churches , faith based organizations and ngos;


### 4. acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to empower young people and to support sustainable economic growth in africa , and that in the long term , it indirectly paves the way to eradicating poverty; ### 4. acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a primary tool to empower young people and to support sustainable economic growth in africa , and that in the long term , it directly paves the way to eradicating poverty;


### 5. calls on the commission , the eeas and the member states to support the authorities of third countries in establishing risk mitigation and management plans through resilience planning; highlights the importance of developing contingency planning and crisis response plans now to reduce the risk of covid-19 transmission in schools and to better anticipate the impact of school closures on children , especially on the poorest and most marginalised children; ### 5. calls on the commission , the eeas and the member states to support the authorities of third countries in establishing risk mitigation and management plans through resilience planning; highlights the importance of developing contingency planning and crisis response plans now to reduce the risk of covid-19 transmission in schools and to better anticipate the impact of school closures on children and on their families , especially on the poorest and most marginalised children as well as those who suffer severe disabilities; considers crucial to pay attention to the impact in family life , in particular in parents’ responsibilities , of the closing of schools and therefore having their children at home;


### 5. underlines that access to quality education for all must be ensured regardless of socio-economic status , cultural background , religion and the rural-urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage; ### 5. affirms that if given the right opportunities , every person can have an impact on progress , sustainable development , and growth; underlines in this context that access to quality education for all must be ensured regardless of socio-economic status , cultural background , religion and the rural-urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage;


### 5. underlines that access to quality education for all must be ensured regardless of socio-economic status , cultural background , religion and the rural-urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage; ### 5. underlines that access to quality education for all must be ensured regardless of socio-economic status , cultural background , gender , religion and the rural-urban divide , but also it should be ensured in fragile and conflict- affected countries; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage;


### 6. stresses the importance of vocational education and training , particularly for children in third countries , to help them find stable work and give them and their families a reason to finish school. ### 6. stresses the importance of vocational education and training , particularly for children in third countries , to help them find stable work and give them and their families a reason to finish school. calls for the interventions to be implemented in order to make technical and financial support as effective and relevant as possible.


### 6. notes that the covid-19 pandemic has aggravated education funding gaps , adding up to one third to the annual funding gap and reaching usd 200 billion1 ; ### 6. points out the need to scale up domestic and international financial resources to tackle the financing gap to meet sdg 4; notes that the covid-19 pandemic has aggravated education funding gaps , adding up to one third to the annual funding gap and reaching usd 200 billion1 ;


### b. whereas access to education is a fundamental human right; ### b. whereas education is internationally recognised as a fundamental human right , having parents a prior right to choose the kind of education that shall be given to their children (article 26 of the universal declaration of human rights);


### b. whereas access to education is a fundamental human right; ### b. whereas access to education is a fundamental human right , which entails that primary education is free , compulsory and universal and that , secondary education is accessible to all and progressively free;


### i. whereas it is estimated that school closures during crises may lead to increases in teenage pregnancy of as much as 65 %6 ; whereas girls out of school are disproportionally exposed to the risk of child marriage; whereas it is estimated that one million girls in sub-saharan africa may be blocked from returning to schools once they reopen given the existence of certain policies that ban pregnant girls and young mothers from school; ### i. whereas it is estimated that school closures during crises may lead to increases in teenage pregnancy; whereas girls out of school are disproportionally exposed to the risk of child marriage; whereas it is estimated that one million girls in sub-saharan africa may be blocked from returning to schools once they reopen given the existence of certain policies that ban pregnant girls and young mothers from school;


### j. whereas according to several national and regional law enforcement authorities , children out of school – in particular girls and children from disadvantaged backgrounds , such as children of minorities , children with disabilities and children in care , among others – are disproportionally vulnerable to exploitation , child labour and domestic violence , including the witnessing of violence , online bullying and other crimes such as sexual exploitation and abuse7 ; ### j. whereas according to several national and regional law enforcement authorities , children out of school – in particular girls and children from disadvantaged backgrounds , such as children of minorities , refugee children , children with disabilities and children in care , among others – are disproportionally vulnerable to exploitation , child labour and domestic violence , including the witnessing of violence , online bullying and other crimes such as sexual exploitation and abuse7 ;


### 7. considers that in the context of the recovery from the covid-19 pandemic , particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant to the job market; ### 7. considers that in the context of the recovery from the covid-19 pandemic , particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant to the job market; stresses the need to strive for a more flexible approach to individual career development and lifelong education and training across one’s personal career path;


### 9. calls on the commission , the eeas and the member states to support the authorities of third countries in ensuring appropriate care for children , including by putting in place a contingency plan for the care of children orphaned or left without appropriate care because of severe cases of covid-19 that require hospitalisation of adult caregivers; ### 9. calls on the commission , the eeas and the member states to support the authorities of third countries in ensuring appropriate care for children , including by putting in place a contingency plan for the care of children orphaned or left without appropriate care because of severe cases of covid-19 that require hospitalisation of their parents or those who have guardianship over them;


### 9. calls on the commission to take the absorption capacities of partner countries into account in the context of increased funding for education; emphasises the need to engage with reliable local partners , particularly with local faith-based organisations , in the implementation of education funding. ### 9. calls on the commission to take the absorption capacities of partner countries into account in the context of increased funding for education; emphasises the need to engage with reliable local partners , particularly with local faith-based organisations and ngos , in the implementation of education funding.


### 10. calls on the commission and the eeas to support the governments of third countries in building stronger gender-responsive education systems; ### 10. calls on the commission and the eeas to support the governments of third countries in building stronger education systems that recognises the specific needs of boys and girls;


### 11. calls on the commission , the eeas and the member states , as well as the national governments of third countries , to develop specific programmes to manage and mitigate the mental health and psychosocial impact of the covid-19 outbreak on children , teachers and their communities , and to design specific campaigns aimed at children , parents and teachers on the risks of using the internet , such as harassment , sexual abuse and cyberbullying; ### 11. calls on the commission , the eeas and the member states , as well as the national governments of third countries , to develop specific programmes to manage and mitigate the mental health and psychosocial impact of the covid-19 outbreak on children , teachers and their communities , and to design specific preventive campaigns aimed at children , parents and teachers on the risks when using the internet , such as harassment , trafficking , sexual abuse and cyberbullying as well as promote special plans to assist children who have been victims of these practices , and their parents;


### 12. calls on the commission , the eeas and the member states to support the authorities of partner countries in addressing the challenges in their education systems with the aim of making them capable of withstanding future crises , and making systems more resilient and inclusive , through planning for resilience , implementing learning recovery programmes and protecting educational budgets , with dedicated investments in high-quality , affordable and inclusive education , including investments in education technology , teacher training and other resources to ensure children and youth do not miss out on opportunities to enter the labour market later in life; ### 12. calls on the commission , the eeas and the member states to support the authorities of partner countries in addressing the challenges in their education systems with the aim of making them capable of withstanding future crises , and making systems more resilient and inclusive , through planning for resilience , implementing learning recovery programmes and protecting educational budgets , with dedicated investments in high-quality , affordable and inclusive education , while respecting the special education needs of every child and parental rights , including investments in education technology , teacher training and other resources to ensure children and youth do not miss out on opportunities to enter the labour market later in life;


### 15. considers that national governments – and their competent national authorities – must communicate with children in a child-friendly manner to explain the measures taken to limit the spread of covid-19; ### 15. considers that national governments – and their competent national authorities – must communicate with children in a child-friendly manner and with their parents to explain the measures taken to limit the spread of covid-19;


### a. whereas the negative consequences of the covid-19 pandemic have disproportionately affected those from racial and ethnic minority communities , highlighting and exacerbating inequalities including in culture , media , education and sport; ### a. whereas the negative consequences of the covid-19 pandemic have disproportionately affected socially and economically disadvantaged populations , highlighting and exacerbating inequalities including in culture , media , education and sport;


### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities are subjected to harassment , violence and hate speech , both online and offline; whereas racial and ethnic minorities face structural discrimination in the eu in all areas , including housing , healthcare , employment and education; ### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities are subjected to harassment , violence , including from the police , racial and ethnic profiling and hate speech , both online and offline; whereas racial and ethnic minorities face structural discrimination and segregation in the eu in all areas , including housing , healthcare , employment and education;


### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities are subjected to harassment , violence and hate speech , both online and offline; whereas racial and ethnic minorities face structural discrimination in the eu in all areas , including housing , healthcare , employment and education; ### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas socially and economically disadvantaged populations are subjected to harassment , violence and hate speech , both online and offline; whereas socially and economically disadvantaged populations face discrimination in the eu in some areas , including housing , healthcare , employment and education;


### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities are subjected to harassment , violence and hate speech , both online and offline; whereas racial and ethnic minorities face structural discrimination in the eu in all areas , including housing , healthcare , employment and education; ### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities are subjected to harassment , violence and hate speech , both online and offline; whereas racial and ethnic minorities face structural discrimination in the eu in all areas , including housing , healthcare , employment , funding and education;


### c. whereas racist and xenophobic attitudes are embraced by certain opinion leaders and politicians across the eu , fomenting a social climate that provides fertile ground for racism , discrimination and hate crimes; whereas this environment is further fuelled by extremist movements which seek to divide our societies; whereas these acts run counter to the common european values which all the member states have undertaken to uphold; ### c. whereas racist and xenophobic attitudes are embraced by certain opinion leaders and politicians across the eu , fomenting a social climate that provides fertile ground for racism , discrimination and hate crimes; whereas this environment is further fuelled by extremist movements which seek to divide our societies; whereas these acts run counter to the common european values and ideals of democracy and equality which all the member states have undertaken to uphold;


### d. whereas the fight against racism and discrimination in our societies needs to be stepped up and is a shared responsibility; whereas the european union needs to further reflect on and commit to tackling the structural racism and discrimination faced by many minority groups; ### d. whereas the fight against racism and discrimination in our societies needs to be stepped up and is a shared responsibility; whereas the european union needs to pursue its work against racism and discrimination faced by many minority groups;


### e. whereas access to education and educational attainment is an issue for racialised communities throughout europe; whereas segregation in education remains an issue in certain member states; ### e. whereas access to education and educational attainment is an issue for many families among socially and economically disadvantaged populations throughout europe; whereas segregation in education remains an issue in certain member states;