### a. whereas the eu has the power to lay down the conditions governing entry into and legal residence in a member state , including for the purposes of family reunification , for third-country nationals; whereas the member states retain the right to determine volumes of admission for people coming from third countries to seek work; ### a. whereas the eu has the power to lay down the conditions governing entry into and legal residence in a member state , including for the purposes of family reunification , for third-country nationals; whereas the member states retain the right to determine volumes of admission for people coming from third countries to seek work based on their own integration capacities;


### a. whereas the eu has the power to lay down the conditions governing entry into and legal residence in a member state , including for the purposes of family reunification , for third-country nationals; whereas the member states retain the right to determine volumes of admission for people coming from third countries to seek work; ### a. whereas the eu has the power to lay down the conditions governing entry into and legal residence in a member state , including for the purposes of family reunification , for third-country nationals; whereas the member states sole retain the right to determine volumes of admission for people coming from third countries to seek work;


### — having regard to the universal declaration of human rights of 1948 , in particular article 13 thereof , ### deleted


### — having regard to the international labour standards on labour migration adopted by the international labour conference of the international labour organization , and to the international convention on the protection of the rights of all migrant workers and members of their families adopted by the un general assembly on 18 december 1990 , ### deleted


### — having regard to the global compact for safe , orderly and regular migration of 10 december 2018 , ### deleted


### — having regard to the studies by the european migration network , ### deleted


### — having regard to the studies by the organisation for economic co-operation and development , ### deleted


### a. whereas 43 % of roma are in some form of paid employment1 ; whereas 63 % of young roma (aged 16-24) are not in education , employment or training (neet)2 ; whereas the increasing share of roma neets was an area where the situation had deteriorated in 2016 compared to 20113 ; ### a. whereas 43 % of roma are in some form of paid employment1; whereas 63 % of young roma (aged 16-24) are not in education , employment or training (neet)2; whereas the increasing share of roma neets was an area where the situation had deteriorated in 2016 compared to 20113; whereas school dropout of roma is particularly important; whereas a significant proportion of roma women live in a very precarious situation; whereas difficulties for roma have been increased by the covid-19 crisis;


### 1. notes that only limited progress has been achieved over previous years in the education of socially disadvantaged roma children , and that due to the lack of political will , in particular , the gap between roma and non-roma pupils and students remains high; urges member states to adopt a holistic approach across all policy areas , and to place the education of roma children high on governments’ agendas in order to fight effectively against the poverty and social exclusion they experience; ### 1. notes that in some member states , as monitored by the fra agency , only limited progress has been achieved over previous years in the education of socially disadvantaged roma children , and that due to the lack of political will , in particular , the gap between roma and non-roma pupils and students remains high; urges member states to adopt a holistic approach across all policy areas , and to place the education of roma children high on governments’ agendas in order to fight effectively against the poverty and social exclusion they experience;


### 1. calls on the commission and the member states to combat discrimination against older people , especially in the area of employment , and to shape a positive perception of old age in society; ### 1. calls on the commission and the member states to combat discrimination against older people , especially in the area of employment , and to shape a positive perception of old age in society , ensuring the social inclusion of older people;


### 1. calls on the commission and the member states to combat discrimination against older people , especially in the area of employment , and to shape a positive perception of old age in society; ### 1. calls on the commission and the member states to combat discrimination against older people , especially in the area of employment , and to shape a positive perception of old age in society and counter the image of older people as a burden;


### 2. calls on the commission and the council to establish a year of dignified ageing , in order to strengthen the links between the generations and to counteract loneliness in old age; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people hardest; ### 2. calls on the commission and the council to establish a year of dignified ageing , in order to raise awareness about the problems older people face and strategies to mitigate them as well as in order to strengthen the links between the generations and to counteract loneliness in old age; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people hardest;


### 2. calls on the commission and the council to establish a year of dignified ageing , in order to strengthen the links between the generations and to counteract loneliness in old age; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people hardest; ### 2. calls on the commission and the council to establish a year of dignified ageing , in order to strengthen the links between the generations , to counteract loneliness in old age and address sexual health issues; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people hardest;


### 2. calls on the commission and the council to establish a year of dignified ageing , in order to strengthen the links between the generations and to counteract loneliness in old age; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people hardest; ### 2. calls on the commission and the council to establish a year of dignified ageing , in order to strengthen the links between the generations and to counteract loneliness in old age; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people and their carers hardest;


### 2. calls on the commission and the council to establish a year of dignified ageing , in order to strengthen the links between the generations and to counteract loneliness in old age; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people hardest; ### 2. calls on the member states to work to ensure dignified ageing , strengthen the links between the generations and counteract loneliness in old age; stresses the importance of such an initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people hardest;


### 3. calls on the commission to prepare an action strategy for the elderly , taking into account the diversity and complexity of the situation of older people; ### 3. calls on the commission to prepare an action strategy for the elderly , taking into account the diversity and complexity of the situation of older people; such strategy should be socially inclusive and aiming to enable dignified , active and healthy ageing and it should be developed with the involvement of older people themselves;


### 3. calls on the commission to prepare an action strategy for the elderly , taking into account the diversity and complexity of the situation of older people; ### 3. calls on the commission to prepare an action strategy for the elderly , taking into account the diversity and complexity of the situation of older people and in line with the decade of healthy ageing of the world health organization;


### 3. calls on the commission to prepare an action strategy for the elderly , taking into account the diversity and complexity of the situation of older people; ### 3. calls on the commission to prepare an action strategy for the elderly , taking into account the diversity and complexity of the situation of older people as well as differences in the member states;


### — having regard to the convention on the rights of persons with disabilities , which raises issues of personal autonomy , non-discrimination , full and effective participation in society and equal opportunities and accessibility , ### — having regard to the un convention on the rights of persons with disabilities , which is based on the principles of personal autonomy , non-discrimination , full and effective participation in society , equal opportunities and accessibility ,


### member states having in place national mechanisms for the setting of statutory minimum wages should ensure an effective involvement of social partners in a transparent and predictable manner allowing for an adequate responsiveness of wages to productivity developments and providing fair wages for a decent standard of living , paying particular attention to lower and middle income groups with a view to upward convergence. these mechanisms should take into account economic performance across regions and sectors. member states should promote social dialogue and collective bargaining with a view to wage setting. respecting national practices , member states and social partners should ensure that all workers are entitled to adequate and fair wages through collective agreements or adequate statutory minimum wages , taking into account their impact on competitiveness , job creation and in-work poverty. ### member states having in place national mechanisms for the setting of statutory minimum wages should ensure an effective involvement of social partners in a transparent and predictable manner allowing for an adequate responsiveness of wages to productivity developments and providing fair wages for a decent standard of living , paying particular attention to lower and middle income groups with a view to upward convergence , as well as to individuals and families who have lost income as a result of their responsibilities to care for a family member with a disability. these mechanisms should take into account economic performance across regions and sectors. member states should promote social dialogue and collective bargaining with a view to wage setting. respecting national practices , member states and social partners should ensure that all workers are entitled to adequate and fair wages through collective agreements or adequate statutory minimum wages , taking into account their impact on competitiveness , job creation and in-work poverty.


### a. whereas there is currently no specific union law on the worker’s right to disconnect from digital tools , including information and communication technology (ict) , for work purposes; ### a. whereas there is currently no specific union law on the worker’s right to disconnect from digital tools , including information and communication technology (ict) , for work purposes , and whereas the situation in the member states varies widely , with some member states having specific legislation ensuring the right to disconnect and the others mostly omitting this subject;


### b. whereas digitalisation has brought many advantages to employers and workers , but also disadvantages , because it can intensify work , extend working hours and increase the unpredictability of working hours , blurring the boundaries between work and private life; ### b. whereas digitalisation has brought many advantages to employers and workers , but also disadvantages , because it can intensify work , extend working hours and increase the unpredictability of working hours , blurring the boundaries between work and private life and thus normalise the expectation to be constantly on call;


### c. whereas the ever greater use of digital tools for work purposes has resulted in an ‘ever-connected’ or ‘always on’ culture that can have detrimental effect on workers’ fundamental rights , fair working conditions , including a fair remuneration , the limitation of working time and work-life balance , and health and safety at work , as well as , because of their disproportionate impact on workers with caring responsibilities , who tend to be women , equality between men and women; ### c. whereas the ever greater use of digital tools for work purposes has resulted in an ‘ever-connected’ or ‘always on’ culture that can have detrimental effect on workers’ fundamental rights , fair working conditions , including a fair remuneration , the limitation of working time and work-life balance , health and safety at work , mental well-being , as well as , because of their disproportionate impact on workers with caring responsibilities , who tend to be women , equality between men and women;


### d. whereas the measures taken as a result of the covid-19 crisis have changed the way in which people work; whereas over a third of union workers started working from home during the lockdown , compared to 5% who usually worked from home , and there was a substantial increase in the use of digital tools for work purposes; ### d. whereas the measures taken as a result of the covid-19 crisis have changed the way in which people work; whereas over a third of union workers started working from home during the lockdown , compared to 5% who usually worked from home , and there was a substantial increase in the use of digital tools for work purposes; whereas the covid-19 crisis has proven that , within this period , remote working has increased , and the boundary between work and free time has become increasingly blurred;


### d. whereas the measures taken as a result of the covid-19 crisis have changed the way in which people work; whereas over a third of union workers started working from home during the lockdown , compared to 5% who usually worked from home , and there was a substantial increase in the use of digital tools for work purposes; ### d. whereas the measures taken as a result of the covid-19 crisis have changed the way in which people work; whereas over a third of union workers started working from home during the lockdown , compared to 5% who usually worked from home , there was a substantial increase in the use of digital tools for work purposes and , given the current circumstances , many businesses have retained some degree of remote working for their employees;


### e. whereas the right to disconnect should be a fundamental right and an important social policy objective to ensure protection of the rights of all workers in the new digital era; ### e. whereas the right to disconnect should be a right which is an inseparable part of the new working patterns in the new digital era; whereas that right should be seen as an important social policy objective to ensure protection of the rights of all workers;


### 1. stresses that digital tools , including ict , for work purposes have increased flexibility with regard to the time , place and manner in which work can be performed and workers can be reached; ### 1. stresses that digital tools , including ict , for work purposes have increased flexibility with regard to the time , place and manner in which work can be performed and workers can be reached; highlights the fact that flexibility has been widely welcomed by a majority of workers , creating a better work-life balance and easing everyday life for individuals as well as families; notes that the needs of workers differ greatly; emphasises in this regard the importance of developing frameworks at workplace level in order to enhance personal flexibility while safeguarding the right to private life;


### 2. highlights that constant connectivity combined with high job demands and the rising expectation that workers are reachable at any time can negatively affect workers’ fundamental rights and their physical and mental health and well-being; ### 2. notes that this development might be , when used correctly , a way for workers to better organise their working time and working tasks , effectively combining their digital work with the care responsibilities; highlights however , that if not used correctly , the constant connectivity combined with high job demands and the rising expectation that workers are reachable at any time can negatively affect workers’ fundamental rights and their physical and mental health and well-being;


### 2. highlights that constant connectivity combined with high job demands and the rising expectation that workers are reachable at any time can negatively affect workers’ fundamental rights and their physical and mental health and well-being; ### 2. highlights that constant connectivity combined with high job demands and the rising expectation that workers are reachable at any time can negatively affect workers’ fundamental rights and their physical and mental health , their well-being and the development of their private and family life;


### 2. highlights that constant connectivity combined with high job demands and the rising expectation that workers are reachable at any time can negatively affect workers’ fundamental rights and their physical and mental health and well-being; ### 2. highlights that constant connectivity combined with high job demands and the rising expectation that workers are reachable at any time can negatively affect workers’ fundamental rights , their physical and mental health and well-being , and their family situation;


### 3. notes that ‘an increasing body of evidence underlines that the effects of a reduction of regular long working hours include positive impacts on workers’ physical and mental health , improved workplace safety and increased labour productivity due to reduced fatigue and stress , higher levels of employee job satisfaction and motivation and lower rates of absenteeism’10; ### 3. notes that ‘an increasing body of evidence underlines that the effects of a work-life balance include positive impacts on workers’ physical and mental health , improved workplace safety and increased labour productivity due to reduced fatigue and stress , higher levels of employee job satisfaction and motivation and lower rates of absenteeism’10;


### 4. acknowledges the importance of using digital tools for work purposes properly and efficiently , with care to avoid any infringement of workers’ rights to fair working conditions , including a fair remuneration , the limitation of working time and work-life balance , as well as health and safety at work; ### 4. acknowledges the importance of using digital tools for work purposes properly and efficiently , for both workers and employers , with care to avoid any infringement of workers’ rights to fair working conditions , including a fair remuneration , the limitation of working time and work-life balance , as well as health and safety at work;


### 7. reiterates that the combination of long working hours and higher demands on people working from home during the covid-19 crisis is likely to pose higher than expected risks for workers , with a negative impact on the quality of their working time and their work-life balance; ### 7. reiterates that the combination of long working hours and higher demands on people working from home during the covid-19 crisis is likely to pose higher than expected risks for workers , with a negative impact on the quality of their working time and their work-life balance; highlights that the possibility of teleworking during the covid-19 crisis has saved businesses , ensuring their continuity , as well as many people’s jobs;


### 7. reiterates that the combination of long working hours and higher demands on people working from home during the covid-19 crisis is likely to pose higher than expected risks for workers , with a negative impact on the quality of their working time and their work-life balance; ### 7. reiterates that the combination of long working hours , higher demands on people working from home , especially those with caring responsibilities , including people providing home schooling or care to children or dependent relatives , during the covid-19 crisis is likely to pose higher than expected risks for workers , with a negative impact on the quality of their working time and their work-life balance;


### 8. stresses that workers’ right to health and safety at work is key to the right to disconnect in protecting workers’ physical and mental health and well-being and protecting them from psychosocial risks; reiterates the importance of implementing psychosocial risk assessments at company level; ### 8. stresses that workers’ right to health and safety at work is key to the right to disconnect in protecting workers’ physical and mental health and well-being and protecting them from psychosocial risks; reiterates the importance of mental health promotion and mental disorder prevention at the workplace , creating better conditions for employees as well as employers;


### 9. acknowledges that the right to disconnect is not explicitly regulated in union law; recalls that a number of member states have taken steps to regulate the use of digital tools for work purposes in order to provide safeguards and protection to workers; ### 9. acknowledges that the right to disconnect is not explicitly regulated in union law; recalls , however , that according to current legislation , workers are not required to be available to the employer constantly and without interruption; recalls that a number of member states have taken steps to regulate the use of digital tools for work purposes in order to provide safeguards and protection to workers;


### 9. acknowledges that the right to disconnect is not explicitly regulated in union law; recalls that a number of member states have taken steps to regulate the use of digital tools for work purposes in order to provide safeguards and protection to workers; ### 9. acknowledges that the right to disconnect is not explicitly regulated in union law; recalls that a number of member states have taken steps to regulate the use of digital tools for work purposes in order to provide safeguards and protection to workers; encourages the member states to exchange the best practices in this matter;


### 10. calls on the commission to evaluate and address the risks of not protecting the right to disconnect; ### 10. calls on the commission to evaluate the risks of not protecting the right to disconnect;


### 11. calls on the commission to ensure that member states and employers ensure that workers are able to exercise their right to disconnect; ### 11. calls on the member states and the social partners to ensure that workers are able to exercise their right to disconnect;


### 12. calls on the commission to adopt a union directive to ensure that workers are able to exercise their right to disconnect and to regulate the use of existing and new digital tools for work purposes; ### deleted


### 12. calls on the commission to adopt a union directive to ensure that workers are able to exercise their right to disconnect and to regulate the use of existing and new digital tools for work purposes; ### 12. calls on the commission to evaluate the implementation of the european social partners’ framework agreement on digitalisation with special focus on the area of the right to disconnect and if the implementation measures are not enforced and well implemented , then to consider adopting a union directive to ensure that workers are able to exercise their right to disconnect and to regulate the use of existing and new digital tools for work purposes;


### 12. calls on the commission to adopt a union directive to ensure that workers are able to exercise their right to disconnect and to regulate the use of existing and new digital tools for work purposes; ### 12. calls on the commission to adopt a union directive to ensure that workers are able to exercise their right to disconnect and to regulate the use of existing and new digital tools for work purposes as well as to ensure that employers and workers are able to recognise and use the opportunities digital working brings to both of them if used correctly;


### 12. calls on the commission to adopt a union directive to ensure that workers are able to exercise their right to disconnect and to regulate the use of existing and new digital tools for work purposes; ### 12. calls on the member states to undertake to ensure that workers are able to exercise their right to disconnect and to regulate the use of existing and new digital tools for work purposes;


### 13. is of the opinion that the new directive should particularise and complement directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 , and believes that it should provide for solutions to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools; ### 13. is of the opinion that the member states should undertake to provide solutions that address the responsibilities of workers and employers while meeting their respective expectations regarding the organisation of their working time when they use digital tools;


### 13. is of the opinion that the new directive should particularise and complement directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 , and believes that it should provide for solutions to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools; ### 13. is of the opinion that after careful assessment and evaluation the new directive might particularise and complement directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 , and believes that it could provide for solutions to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools;


### 13. is of the opinion that the new directive should particularise and complement directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 , and believes that it should provide for solutions to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools; ### 13. takes note of directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 , and believes that they provide the solutions needed to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools;


### 13. is of the opinion that the new directive should particularise and complement directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 , and believes that it should provide for solutions to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools; ### 13. is of the opinion that the new directive should particularise and complement directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 , and believes that it should provide for solutions to address the responsibilities and the expectations of both employers and workers regarding the organisation of their working time when they use digital tools;


### 14. stresses that the right to disconnect allows workers to refrain from engaging in work-related tasks , activities and electronic communication , such as phone calls , emails and other messages , outside their working time , including during rest periods , official and annual holidays and other types of leave , without facing any adverse consequences; ### 14. stresses that the right to disconnect allows workers to refrain from engaging in work-related tasks , activities and electronic communication , such as phone calls , emails and other messages , outside their working time , including during rest periods , official and annual holidays and other types of leave , without facing any adverse consequences; recalls , however , that certain autonomy and flexibility should be given to those who may , for different reasons , choose to work at different times;


### 14. stresses that the right to disconnect allows workers to refrain from engaging in work-related tasks , activities and electronic communication , such as phone calls , emails and other messages , outside their working time , including during rest periods , official and annual holidays and other types of leave , without facing any adverse consequences; ### 14. stresses that the right to disconnect allows workers to refrain from engaging in work-related tasks , activities and electronic communication , such as phone calls , emails and other messages , outside their working time , including during rest periods , official and annual holidays , maternity and paternity leave , and other types of leave , without facing any adverse consequences;


### 14. stresses that the right to disconnect allows workers to refrain from engaging in work-related tasks , activities and electronic communication , such as phone calls , emails and other messages , outside their working time , including during rest periods , official and annual holidays and other types of leave , without facing any adverse consequences; ### 14. stresses that the right to disconnect , as agreed with the employer , allows workers to refrain from engaging in work-related tasks , activities and electronic communication , such as phone calls , emails and other messages , outside their working time , including during rest periods , official and annual holidays and other types of leave , without facing any adverse consequences;


### 15. reiterates that the limitation of working time is considered to be essential to ensure the health and safety of workers in the union; ### 15. reiterates that the limitation of working time is considered to be essential to ensure the health and safety of workers in the union; notes that the limitation of working time could also facilitate the demographic recovery of the ageing european continent;


### 15. reiterates that the limitation of working time is considered to be essential to ensure the health and safety of workers in the union; ### 15. reiterates that the limitation of working time that exceeds agreed working time is considered to be essential to ensure the health and safety of workers in the union;


### 15. reiterates that the limitation of working time is considered to be essential to ensure the health and safety of workers in the union; ### 15. reiterates that the limitation of working time and its predictability is considered to be essential to ensure the health and safety of workers in the union;


### 16. stresses that the commission , member states , employers and workers must actively support and encourage the right to disconnect and promote an efficient , reasoned and balanced approach to digital tools at work , as well as awareness-raising measures , education and training campaigns relating to working time and the right to disconnect; ### 16. stresses that the commission , member states , employers and workers must actively support and encourage the right to disconnect and promote an efficient , reasoned and balanced approach to digital tools at work , as well as awareness-raising measures , education and training campaigns relating to working time and the right to disconnect , ensuring that the latter and all other rights that are designed to protect the mental and physical health of workers are effectively implemented and become established as an active component of the union’s working culture;


### 16. stresses that the commission , member states , employers and workers must actively support and encourage the right to disconnect and promote an efficient , reasoned and balanced approach to digital tools at work , as well as awareness-raising measures , education and training campaigns relating to working time and the right to disconnect; ### 16. stresses that the member states as well as employers and workers must actively support and encourage the right to disconnect and promote an efficient , reasoned and balanced approach to digital tools at work , as well as awareness-raising measures , education and training campaigns relating to working time and the right to disconnect;


### — having regard to articles 2 of the treaty on european union , and articles 2 , 9 , 10 , 19 and 216(2) of the treaty on the functioning of the european union , ### — having regard to articles 2 of the treaty on european union , and articles 2 , 9 , 10 , 17 ,19 and 216(2) of the treaty on the functioning of the european union ,


### — having regard to the charter of fundamental rights of the european union , particularly to articles 3 , 15 , 21 , 23 , 25 and 26 thereof , ### — having regard to the charter of fundamental rights of the european union , particularly to articles 3 , 15 , 20 , 21 , 23 , 25 , 26 and 47 thereof ,


### — having regard to the charter of fundamental rights of the european union , particularly to articles 3 , 15 , 21 , 23 , 25 and 26 thereof , ### — having regard to the charter of fundamental rights of the european union , particularly to articles 3 , 15 , 21 , 23 , 25 , 26 and 47 thereof ,


### — having regard to the concluding observations of the un committee on the rights of persons with disabilities (uncrpd committee) of 2 october 2015 on the initial report of the european union , ### — having regard to the concluding observations of the un committee on the rights of persons with disabilities (uncrpd committee) of 2 october 2015 on the initial report of the european union including those on the european union institutions’ compliance with the convention as public administrations ,


### — having regard to the concluding observations of the un committee on the rights of persons with disabilities (uncrpd committee) of 2 october 2015 on the initial report of the european union , ### — having regard to the concluding observations of the un committee on the rights of persons with disabilities (uncrpd committee) of 2 october 2015 on the initial report of the european union , including those on the european union institutions’ compliance with the convention as public administrations ,


### — having regard to the concluding observations of the un committee on the rights of persons with disabilities (uncrpd committee) of 2 october 2015 on the initial report of the european union , ### — having regard to the concluding observations of the un committee on the rights of persons with disabilities (uncrpd committee) of 2 october 2015 on the initial report of the european union , including those on the european union institutions' compliance with the convention as public administrations ,


### — having regard to the concluding observations of the un committee on the rights of persons with disabilities (uncrpd committee) of 2 october 2015 on the initial report of the european union , ### — having regard to the concluding observations of the un committee on the rights of persons with disabilities (uncrpd committee) of 2 october 2015 on the initial report of the european union , including those on the european union institutions’ compliance with the convention as public administration ,


### — having regard to the annual report 2018 of the european ombudsman , ### — having regard to the annual report 2018 of the european ombudsman and specifically her strategic inquiries into how the european commission ensures that disabled people can access its websites (oi/6/2017/ea) , how the european commission treats disabled people under the joint sickness insurance scheme for eu staff (oi/4/2016/ea) , and the decision in the joint inquiry in cases 1337/2017/ea and 1338/2017/ea on the accessibility for visually impaired candidates of selection procedures to recruit eu civil servants , organised by the european personnel selection office ,


### a. whereas , as full citizens , all persons with disabilities have equal rights in all fields of life and are entitled to inalienable dignity , equal treatment , independent living , autonomy and full participation in society; ### a. whereas , as full citizens , all persons with disabilities have equal rights in all fields of life (including access to open labour market and education) and are entitled to inalienable dignity , equal treatment , independent living , autonomy and full participation in society , respecting and valuating their input to social and economic progress of europe;


### a. whereas , as full citizens , all persons with disabilities have equal rights in all fields of life and are entitled to inalienable dignity , equal treatment , independent living , autonomy and full participation in society; ### a. whereas , as full citizens , all persons with disabilities have equal rights in all fields of life and are entitled to inalienable dignity , equal treatment , independent living , access to education , autonomy and full participation in society;


### a. whereas , as full citizens , all persons with disabilities have equal rights in all fields of life and are entitled to inalienable dignity , equal treatment , independent living , autonomy and full participation in society; ### a. whereas , as full citizens , all disabled persons have equal rights in all fields of life and are entitled to inalienable dignity , equal treatment , independent living , autonomy and full participation in society;


### 1. acknowledges the advancement in the implementation of the uncrpd brought about by the european disability strategy 2010-2020; calls on the commission to continue the work by building upon and integrating what has been achieved and by upscaling the present strategy; ### 1. acknowledges the advancement in the implementation of the uncrpd brought about by the european disability strategy 2010-2020; and calls on the commission to build upon what has been achieved by upscaling its commitment to the rights of persons with disabilities through a european disability rights agenda 2020-2030


### 1. acknowledges the advancement in the implementation of the uncrpd brought about by the european disability strategy 2010-2020; calls on the commission to continue the work by building upon and integrating what has been achieved and by upscaling the present strategy; ### 1. acknowledges the advancement in the implementation of the uncrpd brought about by the european disability strategy 2010-2020; calls on the commission to continue the work by building upon and integrating what has been achieved and by upscaling the present strategy , with a special focus on supporting member states in implementation of the european accessibility act;


### 1. acknowledges the advancement in the implementation of the uncrpd brought about by the european disability strategy 2010-2020; calls on the commission to continue the work by building upon and integrating what has been achieved and by upscaling the present strategy; ### 1. acknowledges the advancement in the implementation of the uncrpd brought about by the european disability strategy 2010-2020; and calls on the commission to build upon what has been achieved by upscaling its commitment to the rights of persons with disabilities through a european disability rights agenda 2020-2030;


### 1. acknowledges the advancement in the implementation of the uncrpd brought about by the european disability strategy 2010-2020; calls on the commission to continue the work by building upon and integrating what has been achieved and by upscaling the present strategy; ### 1. acknowledges the advancement in the implementation of the uncrpd brought about by the european disability strategy 2010-2020; and calls on the commission to build upon what has been achieved by upscaling its commitment to the rights of persons with disabilities through the strategy;


### 2. calls on the commission to propose a comprehensive , ambitious and long-term post-2020 european disability strategy (the post-2020 strategy) ### 2. calls on the commission to prepare a comprehensive , ambitious and long-term post-2020 european disability rights agenda (the post-2020 strategy)


### 2. calls on the commission to propose a comprehensive , ambitious and long-term post-2020 european disability strategy (the post-2020 strategy) ### 2. calls on the commission to prepare a comprehensive , ambitious and long-term post-2020 european disability strategy (the post-2020 strategy)


### - with designated priority areas covering all the provisions of the uncrpd in all areas of eu policy and addressing the concluding observations of the uncrpd committee adopted in 2015 , ### - with clearly designated priority areas covering all the provisions of the uncrpd in all areas of eu policy and addressing the concluding observations of the uncrpd committee adopted in 2015 ,


### a. whereas inclusive , quality education is the cornerstone of the green and digital transitions; ### a. whereas inclusive , quality education is the cornerstone of the green and digital transitions; whereas education is an investment in our common future , positively impacting social cohesion as a pre-condition for economic growth , job creation and employment;


### a. whereas inclusive , quality education is the cornerstone of the green and digital transitions; ### a. whereas inclusive , equitable and adequately funded quality education is the cornerstone for individual and societal growth , helping also to accelerate green and digital transitions and promotes sustainable economic development;


### b. whereas digital technologies are reshaping society , making basic digital skills and digital literacy now essential for all citizens; ### b. whereas digital technologies are reshaping society , making basic digital skills and digital literacy now essential for all citizens; whereas digital technologies should be perceived as a tool to provide quality education and training: whereas in the future there will be an increased need for digital skills (coding , logistics and robotics) which will concern not only it education courses but will touch upon the curriculum as a whole;


### b. whereas digital technologies are reshaping society , making basic digital skills and digital literacy now essential for all citizens; ### b. whereas digital technologies are reshaping society , making digital skills and digital literacy now essential for everyone;


### c. whereas 43 % of europeans lack basic digital skills , with significant disparities within and between the member states and on the basis of socioeconomic status , age , income , education level and employment; whereas the skills agenda aims to ensure that 70 % of 16- to 74-year-olds have basic digital skills by 2025; whereas data shows a lack of women in science , technology , engineering and mathematics (stem) and in computing studies , that women are underrepresented in high-tech jobs , and a persistent gender pay gap; ### c. whereas 42 % of europeans still lack even the basic digital skills , with significant disparities within and between the member states and on the basis of socioeconomic status , age , income , education level and employment; whereas the skills agenda aims to ensure that 70 % of 16- to 74-year-olds have basic digital skills by 2025 , an average increase of 2 percentage points per year; whereas to date the percentage of people that have at least basic digital skills has increased by only 3 percentage points in four years , from 55% in 2015 to 58% 2019;


### c. whereas 43 % of europeans lack basic digital skills , with significant disparities within and between the member states and on the basis of socioeconomic status , age , income , education level and employment; whereas the skills agenda aims to ensure that 70 % of 16- to 74-year-olds have basic digital skills by 2025; whereas data shows a lack of women in science , technology , engineering and mathematics (stem) and in computing studies , that women are underrepresented in high-tech jobs , and a persistent gender pay gap; ### c. whereas 43 % of europeans lack basic digital skills , with significant disparities within and between the member states and on the basis of socioeconomic status , age , income , education level and employment; whereas the skills agenda aims to ensure that 70 % of 16- to 74-year-olds have basic digital skills by 2025; whereas data shows a lack of women in science , technology , engineering and mathematics (stem) and in computing studies , and that their participation in these areas of knowledge or skills can be encouraged and motivated , making it easier for them to achieve their freely chosen goals and objectives;


### d. whereas digital technologies harbour substantial potential for teachers and learners across education sectors and settings; ### d. whereas embracing digital technologies harbours substantial potential for teachers and learners across education sectors and settings;


### e. whereas access to high-quality digital infrastructure and equipment that is adapted to educational needs is a prerequisite for digital learning; whereas the covid-19 pandemic and the sudden digital transition in education have laid bare the gaps in access across the union; ### e. whereas access to high-quality digital infrastructure , resources , content and equipment that is adapted to educational needs is a prerequisite for digital learning; whereas the covid-19 pandemic and the sudden digital transition to distance or on online education have exposed the digital divide within and between the member states;


### e. whereas access to high-quality digital infrastructure and equipment that is adapted to educational needs is a prerequisite for digital learning; whereas the covid-19 pandemic and the sudden digital transition in education have laid bare the gaps in access across the union; ### e. whereas access to high-quality digital infrastructure and equipment and high-speed internet that is adapted to educational needs is a prerequisite for digital learning; whereas the covid-19 pandemic and the sudden digital transition in education have laid bare the gaps in access across the union;


### f. whereas the sudden shift to online and distance learning also revealed alarming gaps in the digital skills of teachers , parents and learners and in their ability to use digital technologies effectively; ### f. whereas the sudden shift to online and distance learning and , in most parts of europe , to remote emergency education exposed the fact that education systems were generally ill-prepared for this transition; whereas this shift also revealed alarming gaps in the digital skills of teachers , parents and learners and often in their ability to use digital technologies effectively;


### g. whereas the shift to online and distance learning has exacerbated existing inequalities , leaving disadvantaged and vulnerable learners and learners with disabilities further behind , increasing drop-out rates across education sectors , and revealing an absence of pastoral and social support in the digital environment; ### g. whereas the shift to online and , more importantly , distance learning has exacerbated existing inequalities , leaving disadvantaged and vulnerable learners and often learners with disabilities further behind , in certain scenarios increasing drop-out rates across education sectors , and revealing an absence of pastoral and social support in the digital environment; whereas there is an urgent need to improve the quality of online education to improve inclusivity and engagement; whereas advanced quality digital education solutions already exist and need to be further embraced;


### g. whereas the shift to online and distance learning has exacerbated existing inequalities , leaving disadvantaged and vulnerable learners and learners with disabilities further behind , increasing drop-out rates across education sectors , and revealing an absence of pastoral and social support in the digital environment; ### g. whereas the shift to online and distance learning has exacerbated existing inequalities , leaving disadvantaged and vulnerable learners and learners with disabilities and with special educational needs further behind , increasing drop-out rates across education sectors , and revealing an absence of pastoral and social support in the digital environment; whereas special attention should also be paid to children with special educational needs who have a learning problem or disability that make it more difficult for them to learn remotely than for most children of their age;


### h. whereas the covid-19 pandemic will herald profound changes and may well not be the last pandemic; whereas it would be unforgivable not to be properly prepared to deliver full-scale quality digital education for all in the event of a potential second wave; ### h. whereas the covid-19 pandemic will herald profound changes and may well not be the last pandemic; whereas it would be unforgivable not to be properly prepared to deliver full-scale quality digital education for all in the event of a potential second wave but also in view of adequately adapting to the digital decade;


### h. whereas the covid-19 pandemic will herald profound changes and may well not be the last pandemic; whereas it would be unforgivable not to be properly prepared to deliver full-scale quality digital education for all in the event of a potential second wave; ### h. whereas covid-19 has increased the necessity to deliver full-scale quality digital education for all; whereas the eu has lagged behind in embracing and adopting the already existing digital solutions for education;


### 1. welcomes the updated digital education action plan as a further step towards a more comprehensive digital skills and education strategy; believes that the plan will have been a success if , by its completion , digital education is considered a significant part of education policy and has delivered clear , consistent and positive results in terms of access and quality across the union; ### 1. welcomes the updated digital education action plan as a further step towards a more comprehensive digital skills and education strategy; believes that the plan will have been a success if , by its completion , digital education truly becomes a part of education policy and has delivered clear , consistent and positive results in terms of access , equity and quality across the union; acknowledges the different starting points of member states and urges against one-size-fits-all strategies;


### 2. commends the decision to align the plan with the multiannual financial framework (mff) , as this allows for a longer-term perspective and ties it in with the relevant funding instruments; underlines the importance of the plan in delivering the european education area; ### 2. commends the decision to align the plan with the multiannual financial framework (mff) , as this allows for a longer-term perspective and ties it in with the relevant funding instruments; underlines the importance of the plan in delivering the european education area; welcomes in particular the ambition of the commission to establish a strategic dialogue with the member states on key enabling factors for successful digital education;


### 2. commends the decision to align the plan with the multiannual financial framework (mff) , as this allows for a longer-term perspective and ties it in with the relevant funding instruments; underlines the importance of the plan in delivering the european education area; ### 2. commends the decision to align the plan with the multiannual financial framework (mff) , as this allows for a longer-term perspective and ties it in with the relevant funding instruments; underlines the importance of the plan in striving to contribute towards the creation of a genuine european education area;


### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes; calls on the commission to ensure effective synergies between these programmes; ### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes; calls on the commission and member states to ensure effective synergies between these programmes; emphasises the need to learn from the covid-19 crisis by applying the good practices (peer learning) of some countries in terms of using digital tools for education;


### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes; calls on the commission to ensure effective synergies between these programmes; ### 3. notes , however , that delivering the plan effectively also depends on coordination across a broad range of programmes; calls on the commission to ensure effective synergies between these programmes;


### 4. points to the importance of the ‘connect’ and ‘reskill and upskill’ flagship investment priorities in the recovery and resilience facility for driving the digital education agenda; calls for 10 % of the facility’s funding to be allocated to education and encourages the member states to increase their education funding; ### 4. points to the importance of the ‘connect’ and ‘reskill and upskill’ flagship investment priorities in the recovery and resilience facility for driving the digital education agenda; calls for relevant member states to increase their digital education funding;


### 5. underlines the value of pilot projects and preparatory actions initiated by parliament in ensuring more union-wide cooperation to tackle the educational gaps between member states , regions and rural and urban areas; calls for their mainstreaming into programmes; ### 5. underlines the value of pilot projects and preparatory actions initiated by parliament in ensuring more union-wide cooperation to tackle the educational gaps between member states , regions and rural and urban areas; calls for their mainstreaming into programmes; recalls , in this regard , the pilot project , and the following preparatory action , “media literacy for all’ , which has aimed to boost media literacy in europe through pursuing innovation and collaboration across media literacy communities within the eu , including by building on and scaling up existing solutions; welcomes that a new 'media literacy' programme will be launched under the 'creative europe' - 'media' programme for the period 2021-27; calls , however , for a budget that is adequate for setting up programmes and projects aimed at proposing tools and activities that should directly or indirectly benefit the target group of citizens of all ages lacking media literacy skills , and in particular the skills needed to critically evaluate content accessed via social media;


### 5. underlines the value of pilot projects and preparatory actions initiated by parliament in ensuring more union-wide cooperation to tackle the educational gaps between member states , regions and rural and urban areas; calls for their mainstreaming into programmes; ### 5. underlines the value of pilot projects and preparatory actions initiated by parliament in ensuring more union-wide cooperation to tackle the educational gaps between member states , regions and rural and urban areas; calls for consideration to be given to their mainstreaming into programmes;


### 6. welcomes the commission’s scheduled mid-term review of the plan and its intention to ramp up data collection; reiterates the need for a clear implementation timetable; remains convinced that the plan needs a clearer governance and coordination structure , in which parliament should be involved , to monitor developments and performance on an ongoing basis; calls on the commission , therefore , to establish a forum bringing together the member states , parliament and other relevant stakeholders and experts; urges the commission to better integrate digital education into the european semester exercise; ### 6. welcomes the commission’s scheduled mid-term review of the plan and its intention to ramp up data collection; reiterates the need for a clear implementation timetable; remains convinced that the plan needs a clearer governance and coordination structure , in which parliament should be involved , to monitor developments and performance on an ongoing basis; calls on the commission , therefore , to establish a forum bringing together the member states , parliament and other relevant stakeholders and experts;


### 7. welcomes the digital education hubs as a first step towards a co-creation process involving key stakeholders; calls on the commission to supervise implementation at national level and ensure fair representation and independence within the hubs; calls on the commission to fully involve parliament in creating european and national hubs and in nominating relevant stakeholders; ### 7. welcomes the digital education hubs as a first step towards a co-creation process involving key stakeholders; calls on the commission whilst respecting the principle of subsidiarity to supervise where necessary implementation at national level and ensure fair representation and independence within the hubs; calls on the commission to fully involve parliament in creating european and national hubs and in nominating relevant stakeholders;


### 8. deplores the persistent digital divide in the union; regrets the fact that in some member states , like romania , efforts to provide access to quality digital education have failed , leaving more than 30 % of pupils without access to education for several months; shares the commission’s analysis that fast and reliable internet and quality digital equipment in educational establishments , non-formal settings and the home are prerequisites for effective digital education; ### 8. deplores the persistent digital divide in the union; notes the commission’s analysis that fast and reliable internet and quality digital equipment in educational establishments , non-formal settings and at home are among the prerequisites for effective digital education; notes , however , that certain member states thanks to dedicated public investments are far ahead in their development and use of digital solutions for education; believes that public-private partnerships can speed up the pace of developing and adopting digital education solutions;


### 8. deplores the persistent digital divide in the union; regrets the fact that in some member states , like romania , efforts to provide access to quality digital education have failed , leaving more than 30 % of pupils without access to education for several months; shares the commission’s analysis that fast and reliable internet and quality digital equipment in educational establishments , non-formal settings and the home are prerequisites for effective digital education; ### 8. deplores the persistent digital divide in the union; regrets the fact that in some member states efforts to provide access to quality digital education have failed , leaving more than 30 % of pupils without access to education for several months; shares the commission’s analysis that fast and reliable internet and quality digital equipment in educational establishments , non-formal settings and the home are prerequisites for effective digital education;


### 8. deplores the persistent digital divide in the union; regrets the fact that in some member states , like romania , efforts to provide access to quality digital education have failed , leaving more than 30 % of pupils without access to education for several months; shares the commission’s analysis that fast and reliable internet and quality digital equipment in educational establishments , non-formal settings and the home are prerequisites for effective digital education; ### 8. deplores the persistent digital divide in the union; regrets the fact that in some member states , like romania , efforts to provide access to quality digital education have failed , leaving more than 30 % of pupils without access to education for several months; shares the commission’s analysis that fast and reliable internet and quality digital equipment in public and private educational establishments , universities , non-formal settings and the home are prerequisites for effective digital education;


### 9. insists that broadband should be considered a public good and be universally accessible as a critical step in closing the digital divide; calls for specific measures to enhance access for remote , rural and mountain areas with low connectivity and limited access to emerging technologies such as artificial intelligence (ai) , robotics , blockchain , new educational devices or gamification , in the light of their growing importance and potential; calls for a new initiative on ai and robotics for education; ### 9. insists that broadband should be considered a public good and be universally accessible and affordable as a critical step in closing the digital divide; calls for specific measures to enhance access for remote , rural and mountain areas with low connectivity;


### 9. insists that broadband should be considered a public good and be universally accessible as a critical step in closing the digital divide; calls for specific measures to enhance access for remote , rural and mountain areas with low connectivity and limited access to emerging technologies such as artificial intelligence (ai) , robotics , blockchain , new educational devices or gamification , in the light of their growing importance and potential; calls for a new initiative on ai and robotics for education; ### 9. insists that broadband should be considered a public good and be universally accessible as a critical step in closing the digital divide; calls for specific measures to enhance access for remote , rural and mountain areas with low connectivity and limited access to emerging technologies such as artificial intelligence (ai) , robotics , blockchain , new educational devices or gamification , in the light of their growing importance and potential; calls for a new initiative on ai and robotics for education; recalls furthermore that an ethical and human-centric al approach should be ensured by eu programmes and schemes;


### 10. welcomes the plan’s focus on supporting school and university connectivity through the connecting europe facility and efforts to publicise eu funding opportunities; calls on the commission to work closely with member states , local authorities and stakeholders to ensure that eu support dovetails with national schemes , in particular to support disadvantaged groups; calls on the commission to target support at other educational establishments besides schools; ### 10. welcomes the plan’s focus on supporting school and university connectivity through the connecting europe facility and efforts to publicise eu funding opportunities; calls on the commission to work closely with member states , local authorities and stakeholders to ensure that eu support dovetails with national schemes , in particular to support disadvantaged groups; calls on the commission to target support at other educational establishments , both public and private , such as vocational training centres or employment training centres , besides schools;


### 10. welcomes the plan’s focus on supporting school and university connectivity through the connecting europe facility and efforts to publicise eu funding opportunities; calls on the commission to work closely with member states , local authorities and stakeholders to ensure that eu support dovetails with national schemes , in particular to support disadvantaged groups; calls on the commission to target support at other educational establishments besides schools; ### 10. welcomes the plan’s focus on supporting school and university connectivity through the connecting europe facility and efforts to publicise eu funding opportunities; calls on the commission to work closely with member states , local authorities and relevant stakeholders to ensure that eu support dovetails with national schemes , in particular to support disadvantaged groups; calls on the commission to target support at other educational and community establishments besides schools;


### 11. insists that greater attention be devoted to teacher training as the plan is rolled out so as to ensure that teachers not only possess digital skills , but can also teach them; calls for a pan-union initiative to develop new pedagogical methods for the digital environment; underlines the increasingly important role played by parents and tutors in distance learning and calls for them to be given special training and support mechanisms; ### 11. insists that greater attention be devoted to teacher training as the plan is rolled out so as to ensure that teachers not only possess digital skills , but can also teach them; calls for a pan-union initiative to develop new pedagogical methods for the digital environment; underlines the increasingly important role played by parents , families and tutors in distance learning and the need for them to have good internet , digital and technical skills and calls for them to be given special training and support mechanisms; stresses the need to assist all families with digital tools in order to grant access to remote education;


### 11. insists that greater attention be devoted to teacher training as the plan is rolled out so as to ensure that teachers not only possess digital skills , but can also teach them; calls for a pan-union initiative to develop new pedagogical methods for the digital environment; underlines the increasingly important role played by parents and tutors in distance learning and calls for them to be given special training and support mechanisms; ### 11. insists that greater attention be devoted to teacher training as the plan is rolled out so as to ensure that teachers not only possess digital skills , but can also teach them; calls for a pan-union initiative to develop new pedagogical and assessment methods for educators and learners to succeed in the digital environment , recognising specific digital challenges such as asynchronous learning and the importance of fostering critical engagement with digital content in today's passive online environment; underlines the increasingly important role played by parents and tutors in distance learning and calls for them to be given special training and support mechanisms;


### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns; ### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; highlights that any development in the field of digital education must go hand-in-hand with a robust framework of data protection; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns;


### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns; ### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to work with local stakeholders , including media organisations. and work out tailored large-scale digital literacy campaigns suitable for local audiences;


### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns; ### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy through education and training in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns;


### 13. underlines the need to enhance tools at union level to open up lifelong learning opportunities and to enable full and quality access to university and post-university courses and materials; calls on the commission to create an online european university with distance and online education content available across europe; ### 13. underlines the need to enhance digital resources and tools at union level to open up lifelong learning opportunities and to enable full and quality access to higher education courses and materials; calls on the commission to create an online european university serving as a platform for distance and online education available across europe;


### 14. recalls that special attention should be paid to digital proficiency for lower-skilled adults , persons with disabilities , persons from vulnerable groups and older people; points out that in 2018 , just 4.3 % of low-skilled adults used any form of adult learning; ### 14. recalls that special attention should be paid to digital proficiency and accessibility to digital education as well as quality and , where applicable , tailored educational content for lower-skilled adults , persons with disabilities , persons from vulnerable groups and older people; points out that in 2018 , just 4.3 % of low-skilled adults used any form of adult learning;


### 15. deplores , therefore , the continued absence of measures targeting lower-skilled adult learners and older people; stresses that this omission undermines the essential lifelong learning dimension of digital education and hampers efforts to ensure that everyone has essential life skills; calls on the commission , therefore , to work with regional and local authorities to put further measures in place to ensure that these population groups can truly benefit from the digital transition; ### 15. deplores , therefore , the continued absence of measures for lower-skilled adult learners and older people; stresses that this omission undermines the essential lifelong learning dimension of digital education and hampers efforts to ensure that everyone has essential life skills; calls on the commission , therefore , to work with regional and local authorities to put further measures in place to ensure that these population groups can truly benefit from and help shape the digital transition;


### 1. believes that the eu institutions must evaluate existing programmes before drafting new eu legislation so that measures that do not work are not re-launched; ### 1. calls on the european commission to evaluate existing programmes and data in the field of education , culture and media in order to be able to adopt a new action plan for equality in due time , having a clear strategy on how to address persisting gender inequality in the cultural and creative sectors , in media , education and sports by implementing , among others , the measures proposed in the new strategy "a union of equality: gender equality strategy 2020-2025" from 5 march 2020;


### 2. believes that anti-discrimination legislation for equal opportunities between men and women must be implemented using a practical approach that does not pit women against men; ### 2. notes with concern the persisting gender pay gap in the cultural and creative sectors , calls for increasing transparency of anonymous remuneration data to identify salary gaps , invites the commission to assess whether equality of pay and transparency of pay scales could become conditions of funding from creative europe , asks the commission to publish information of successful female-led projects funded under creative europe scheme; notes that a recent report by unesco , gender equality: heritage and creativity1a calls for strengthening the evidence base “through regular and systematic collection and dissemination by national statistical offices of sex-disaggregated data in all areas of the cultural sector;


### 2. welcomes the announcement of several complementary strategies and calls for a strategic framework to connect them , and for an intersectional approach to be adopted in all of them; ### 2. welcomes the announcement of several complementary strategies and calls for a strategic framework to connect them , and for an intersectional approach to be adopted in all of them; stresses the importance to monitor the situation and flexibly adapt to the results as well as to the upcoming challenges , using current policies or suggesting new tools , as the recent covid crisis has shown;


### 3. considers it imperative to take care in sport that a change in gender identity does not lead to a biological man competing against a biological woman , because this would further disadvantage women in sport; ### 3. calls on the european commission to build on past initiatives launched by the creative europe media sub-programme to devise a strategy with indicators , objectives and monitoring system including the production of regular statistics assessing the evolution of the situation at european level , the adoption of specific measures fostering gender balance across the existing schemes , and a structured dialogue with relevant stakeholders;


### 3. considers it imperative to take care in sport that a change in gender identity does not lead to a biological man competing against a biological woman , because this would further disadvantage women in sport; ### 3. considers that , in sports , it is the biological nature of sportspeople that should be taken into account when determining the category in which they compete;


### 3. regrets that the strategy remains vague on the issue of timelines for several , highly welcomed , measures; calls , therefore , on the commission to establish concrete timeframes and additional targeted actions , as well as guidelines on how to implement the intersectional approach effectively; ### 3. regrets that the strategy remains vague on the issue of timelines for several , highly welcomed , measures; calls , therefore , on the commission to establish a concrete roadmap , with timeframes and additional targeted actions , as well as guidelines on how to implement the intersectional approach effectively;


### 4. believes that mothers and fathers should receive more social recognition for caring for their children and parenting , taking into account that they are investing in the future of society by raising and bringing up their children; ### 4. notes with concern that women are still underrepresented in sport , both in participation and in governance; emphasises that although the number of women actively involved in sport has significantly increased , only 20%-30% of all sports coaches in europe are women; stresses that the gender pay gap in sport is persistent and even greater than the average gender pay gap at the highest levels; stresses that there are still significant differences in the media coverage of sport;


### 4. supports the commission’s plan to continue pushing for the eu-wide ratification of the istanbul convention; underlines , in this context , the need for specific measures to address the existing disparities between member states; draws attention , however , to the fact that several attempts to convince reluctant member states have already failed; warmly welcomes , therefore , the commission’s intention to propose measures in 2021 to achieve the objectives of the istanbul convention if the eu’s accession remains blocked; calls for preparatory actions for the launch of additional legally binding measures to eliminate violence against women; very much welcomes the planned extension of definitions of areas of particularly serious crime under article 83(1) of the tfeu , but calls for the inclusion of all forms of gender-based violence , in order to take a proactive approach and lay the groundwork for an eu directive on this issue; ### 4. supports the commission’s commitment to combating gender-based violence , supporting and protecting the victims of these crimes and ensuring that those responsible are held accountable for their crimes; supports the commission’s plan to continue pushing for the eu-wide ratification of the istanbul convention; underlines , in this context , the need for specific measures to address the existing disparities between member states; draws attention , however , to the fact that several attempts to convince reluctant member states have already failed; warmly welcomes , therefore , the commission’s intention to propose measures in 2021 to achieve the objectives of the istanbul convention if the eu’s accession remains blocked; calls for preparatory actions for the launch of additional legally binding measures to eliminate violence against women; very much welcomes the planned extension of definitions of areas of particularly serious crime under article 83(1) of the tfeu , but calls for the inclusion of all forms of gender-based violence , in order to take a proactive approach and lay the groundwork for an eu directive on this issue; considers it particularly important in this regard to provide for - and punish as crimes - specific forms of gender-based violence , such as female genital mutilation (fgm) , forced abortion , forced sterilisation , forced marriages and the publication of revenge porn , as well as gender-based violence perpetrated online;


### 5. takes the view that the national statistical offices of the member states should , if possible , check whether a gender-based value for invisible work in the area of solidarity between generations and the contribution of this work to national gdp is included in the respective national calculation systems; ### 5. calls on member states to foster initiatives that encourage gender equality and equal participation in decision-making roles in sports , enable female athletes to reconcile their family and professional sporting life , and seek to reduce the gender-based remuneration gap and award disparities , as well as any kind of stereotypes and harassment in sports;


### 6. believes that the importance of local and regional authorities in promoting equal opportunities for men and women should be emphasised; ### 6. calls on member states , in cooperation with their gender equality bodies , to work closely with sports organisations to pay particular attention to the gender dimension by encouraging female participation in sports from the earliest age , as well as in its governance structures;


### 6. stresses the scope and impact of violence and harassment in the workplace; points out that informal carers , domestic workers and farm workers in particular lack protection and therefore calls on the member states to adopt international labour organisation (ilo) conventions 190 and 189 , in order to strengthen the rights of workers , especially women , in the informal economy; ### 6. stresses the scope and impact of violence and harassment in the workplace; points out that workers in the most vulnerable sectors lack protection , [...];


### 6. stresses the scope and impact of violence and harassment in the workplace; points out that informal carers , domestic workers and farm workers in particular lack protection and therefore calls on the member states to adopt international labour organisation (ilo) conventions 190 and 189 , in order to strengthen the rights of workers , especially women , in the informal economy; ### 6. stresses the scope and impact of violence and harassment in the workplace; therefore calls on the member states to ratify the recently adopted international labour organisation (ilo) conventions 190 on harassment and violence in the workplace; points out that informal carers , domestic workers and farm workers , among others , in particular lack protection and therefore calls on the member states to adopt international labour organisation (ilo) conventions 189 , in order to strengthen the rights of workers , especially women , in the informal economy;


### 7. believes that the reservations expressed by some member states against the istanbul convention should be respected , and member states should not be prevented from addressing the societal problem of gender-based violence between persons using existing tools. ### 7. calls on member states to strive for more gender balance in education as in most member states women represent vast majority of education fields graduates and women are over-represented as teachers; empowering girls through education should find a balanced way across all sectors and fields , including stem areas where women are under-represented;


### 7. welcomes the proposed specific measures to tackle cyber violence; calls for binding legislative measures to combat these forms of violence and to support member states in the development of training tools for the police force , the justice system and the information and communication technology sector; ### 7. welcomes the proposed specific measures to tackle cyber violence which disproportionally affects women and girls (including online harassment , cyberbullying and sexist hate speech); welcomes in this regard the announcement to work with the tech platforms and the ict sectors , in order for the latter to address the issue through adequate technical measures such as prevention techniques and response mechanisms to harmful content; calls for binding legislative measures to combat these forms of violence and to support member states in the development of training tools for the services involved at all stages from prevention and protection to prosecution , such as police force , the justice system together with the information and communication;


### a. whereas european citizens are protected from discrimination under article 21 of the charter of fundamental rights; ### a. whereas european citizens are protected from discrimination under article 21 of the charter of fundamental rights as women with intersecting identities and vulnerabilities face an increased risk of violence and harassment;


### b. whereas structures and stereotypes throughout the world perpetuate inequality , and whereas overcoming these structures and stereotypes will advance gender equality; whereas a strong women’s rights movement is needed to uphold democratic values , fundamental rights and women’s rights in particular , and whereas threats to women’s rights also represent threats to democracy; ### b. whereas structures and stereotypes throughout the world perpetuate inequality , and whereas overcoming these structures and stereotypes will advance gender equality; whereas it is important to examine the persistence and root causes of the leaky pipeline phenomenon; whereas a strong women’s rights movement is needed to uphold democratic values , fundamental rights and women’s rights in particular , and whereas threats to women’s rights also represent threats to democracy;


### — having regard to the european pillar of social rights and , in particular , its principles 2 and 9 , ### — having regard to the european pillar of social rights and , in particular , its principles 1 , 2 , 3 , 6 , 9 , 11 , 12 and 15 ,


### d. whereas violence against women in all its forms is a violation of human rights and one of the biggest obstacles to achieving gender equality; whereas a life free from violence is a prerequisite for equality; whereas disinformation campaigns on gender equality also focus on the issue of violence against women , as has been seen in relation to the istanbul convention; ### d. whereas violence against women in all its forms (physical , sexual , psychological or cyber violence) is a violation of human rights and one of the biggest obstacles to achieving gender equality; whereas a life free from violence is a prerequisite for equality; whereas disinformation campaigns on gender equality also focus on the issue of violence against women , as has been seen in relation to the istanbul convention;


### e. whereas traditional gender roles and stereotypes still influence the division of labour at home , in education , at the workplace and in society; whereas unpaid care work , mostly carried out by women , contributes to the gender pay and pension gap; whereas work-life balance measures , such as the work-life balance directive , are important first steps , but need to be complemented by further measures in order to involve more men in unpaid work and to foster the equal earner – equal carer model; ### e. whereas traditional gender roles and stereotypes still influence the division of labour at home , in education , at the workplace and in society; whereas unpaid care work , mostly carried out by women , contributes to the gender pay and pension gap;


### e. whereas traditional gender roles and stereotypes still influence the division of labour at home , in education , at the workplace and in society; whereas unpaid care work , mostly carried out by women , contributes to the gender pay and pension gap; whereas work-life balance measures , such as the work-life balance directive , are important first steps , but need to be complemented by further measures in order to involve more men in unpaid work and to foster the equal earner – equal carer model; ### e. whereas traditional gender roles and stereotypes still influence the division of labour at home , in education , at the workplace and in society; whereas unpaid care work , mostly carried out by women , contributes to the gender pay and pension gap; whereas work-life balance measures , such as the work-life balance directive , are important first steps , but need to be first and foremost properly transposed into national systems of the eu member states , fully implemented on time and also complemented by further measures in order to involve more men in unpaid work , care duties and to foster the equal earner – equal carer model;


### f. whereas the participation of women in the labour market does not secure their equal participation in decision-making and therefore limits women’s potential to change economic , political , social and cultural structures; ### f. whereas the underrepresentation of women in the labour market is followed by their unequal participation in decision-making and therefore limits women’s potential to change economic , political , social and cultural structures; whereas vertical and horizontal segregation in employment and discriminatory practices in recruitment and promotion are one of the main causes of the gender pay gap;


### g. whereas poverty in europe disproportionately affects women , in particular single mothers , women with disabilities , and elderly , migrant and ethnic minority women; ### g. whereas poverty in europe disproportionately affects women , in particular single mothers , women with disabilities , and elderly , migrant and ethnic minority women; whereas 15% of households with children at eu level are single-parent households; whereas on average , 85% of these households are run by single mothers , while 47% of single parent households were at risk of poverty or social exclusion in 2017; whereas women’s homelessness is a growing problem;


### g. whereas poverty in europe disproportionately affects women , in particular single mothers , women with disabilities , and elderly , migrant and ethnic minority women; ### g. whereas poverty and social exclusion in europe disproportionately affect women , in particular single mothers , women with disabilities , and elderly , women from rural and remote areas , migrant and ethnic minority women;


### h. whereas the impact of climate change is experienced differently by women , as they are more vulnerable and face higher risks and burdens for various reasons; whereas gender equality and the inclusion of women in decision-making is a prerequisite for sustainable development and the efficient management of climate challenges; whereas all climate action must include a gender and an intersectional perspective; ### h. whereas the impact of climate change is experienced differently by women , as they are more vulnerable and face higher risks and burdens for various reasons; whereas gender equality and the inclusion of women in decision-making is a prerequisite for sustainable development and the efficient management of climate challenges; whereas all climate action must include a gender and an intersectional perspective; whereas we should strengthen the rights of women to dampen the effects of climate change on women;


### i. whereas access to comprehensive and age-appropriate information , and to sex and relationship education , as well as access to sexual and reproductive healthcare , are essential to achieving gender equality; ### i. whereas access to age-appropriate sex education , as well as access to sexual and reproductive healthcare , are essential to achieving gender equality;


### j. whereas the gender equality index for 2019 reveals persistent inequalities between men and women in the digital sector; whereas closing the digital gender gap and guaranteeing women’s digital rights is of paramount importance , given the occurrence of discrimination resulting from biased data sets , models and algorithms in artificial intelligence (ai); whereas programmers in ai need to be aware of unconscious biases and stereotypes in order to avoid reproducing and reinforcing them; whereas the transformation and digitalisation of the labour market and the economy can deepen existing economic gaps and labour market segregation; ### j. whereas the gender equality index for 2019 reveals persistent inequalities between men and women in the digital sector; whereas closing the digital gender gap with better access to technology and internet for girls and women is of paramount importance; whereas women are an untapped resource in emerging fields , such as digital , ai and ict , with women accounting for just 16% of the almost 8 million people working in ict in europe; whereas the share of men working in the digital sector is three times greater than the share of women; whereas boosting more women into digital sector and or other sectors of the future is vitally important to fight gender pay and pension gaps and guarantee their economic independence; whereas by integrating more women into the digital jobs market , there is potential for a €16 billion gdp boost to the european economy; whereas gender inequalities and discrimination have been reproduced through the design , input and use of artificial intelligence (ai);whereas incomplete datasets and incorrect bias can distort an ai system reasoning and jeopardise gender equality in society;


### j. whereas the gender equality index for 2019 reveals persistent inequalities between men and women in the digital sector; whereas closing the digital gender gap and guaranteeing women’s digital rights is of paramount importance , given the occurrence of discrimination resulting from biased data sets , models and algorithms in artificial intelligence (ai); whereas programmers in ai need to be aware of unconscious biases and stereotypes in order to avoid reproducing and reinforcing them; whereas the transformation and digitalisation of the labour market and the economy can deepen existing economic gaps and labour market segregation; ### j. whereas the gender equality index for 2019 reveals persistent inequalities between men and women in the digital sector; whereas closing the digital gender gap and guaranteeing women’s digital rights is of paramount importance , given the occurrence of discrimination resulting from biased data sets , models and algorithms in artificial intelligence (ai); whereas programmers in ai need to be aware of unconscious biases and stereotypes in order to avoid reproducing and reinforcing them;


### k. whereas gender mainstreaming , gender budgeting and gender impact assessments are essential tools for achieving gender equality in all eu policy areas; ### k. whereas gender mainstreaming , gender budgeting and gender impact assessments are essential tools for achieving gender equality in all eu policy areas; whereas this is especially important for the socio-economic measures taken in the aftermath of the covid-19 health crisis;


### k. whereas gender mainstreaming , gender budgeting and gender impact assessments are essential tools for achieving gender equality in all eu policy areas; ### k. whereas gender mainstreaming and gender impact assessments are essential tools for achieving gender equality in all eu policy areas;


### 9. welcomes the announcement of a new eu-wide survey on the prevalence and dynamics of violence against women; ### 9. underlines the need to collect disaggregated data on all forms of gender-based violence; welcomes in this regard the announcement of a new eu-wide survey on the prevalence and dynamics of violence against women;


### 11. welcomes the commission’s commitment to table binding measures on pay transparency by the end of 2020; points out , however , that the issue of equal pay for equal work or work of equal value across different occupational sectors still needs to be addressed; strongly recommends the inclusion of the principle of equal pay for work of equal value between women and men , which could be defined as follows: ‘work shall be deemed of equal value if , based on a comparison of two groups of workers which have not been formed in an arbitrary manner , the work performed is comparable , taking into account factors such as the working conditions , the degree of responsibility conferred on the workers , and the physical or mental requirements of the work’; points out that gender-neutral job evaluation tools and classification criteria need to be developed for this purpose; ### 11. notes the commission’s commitment to table binding measures on pay transparency by the end of 2020; points out , however , that the issue of equal pay for equal work or work of equal value across different occupational sectors still needs to be addressed; strongly recommends the inclusion of the principle of equal pay for work of equal value between women and men , in full compliance with the principle of subsidiarity , member states' competences in the area of labour market policies and with respect of the autonomy of the social partners in all member states;


### 11. welcomes the commission’s commitment to table binding measures on pay transparency by the end of 2020; points out , however , that the issue of equal pay for equal work or work of equal value across different occupational sectors still needs to be addressed; strongly recommends the inclusion of the principle of equal pay for work of equal value between women and men , which could be defined as follows: ‘work shall be deemed of equal value if , based on a comparison of two groups of workers which have not been formed in an arbitrary manner , the work performed is comparable , taking into account factors such as the working conditions , the degree of responsibility conferred on the workers , and the physical or mental requirements of the work’; points out that gender-neutral job evaluation tools and classification criteria need to be developed for this purpose; ### 11. welcomes the commission’s commitment to table binding measures on pay transparency by the end of 2020; stresses in this regard on the importance of a full cooperation and involvement of the social partners and all the stakeholders; points out , however , that the issue of equal pay for equal work or work of equal value between men and women across different occupational sectors still needs to be addressed; strongly recommends the inclusion of the principle of equal pay for work of equal value between women and men , which needs to be defined; points out the usefulness of gender-neutral job evaluation tools and classification criteria;