### 18. is concerned at the fact that more and more interconnected crises of every kind are arising , and draws attention to the importance of strengthening people’s resilience; calls for more detailed consideration to be given to social protection models and the formalisation of the economy; ### 18. is concerned by the fact that more and more interconnected crises of every kind are arising , and draws attention to the importance of strengthening people’s resilience and combined strategy for future responses to global pandemic; calls for more detailed consideration to be given to social protection models and the formalisation of the informal economy; encourages support for access to education , training and employment in situations of fragility , crisis and prolonged crises , as key factors for stability and to ensure livelihoods; calls on states to invest heavily in infrastructure to allow the greatest number of children to be able to integrate into the school system , to ensure an educated population , ready to become citizens who can take control of their futures;


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


### 19. emphasises that education is a right and a prerequisite for child protection and girls’ empowerment; calls for greater north-south mobility in the areas of vocational training and academic exchanges; ### 19. emphasises that education is a right and a prerequisite for child protection and girls’ empowerment and that this partnership should aim at strengthening the public delivery of education services and universal access to quality education at all levels; calls for greater north-south mobility in the areas of vocational training and academic exchanges;


### 19. emphasises that education is a right and a prerequisite for child protection and girls’ empowerment; calls for greater north-south mobility in the areas of vocational training and academic exchanges; ### 19. emphasises that inclusive and accessible education is a right and a prerequisite for child protection and girls’ empowerment; calls for accelerate the knowledge exchange and for greater north-south mobility in the areas of vocational training , scholarship and academic exchange programmes;


### 20. emphasises the importance of promoting african heritage , cultural identity , history and art; calls for cultural goods to be returned to african countries; ### 20. emphasises the importance of promoting african heritage , cultural identity , history and art; stresses the need for europe to push for the return of looted cultural goods to african countries; underlines the indispensability of a critical discourse about the colonial heritage of europe and the development of conditions for permanent restitution of african patrimony to africa;


### 21. notes that the european fund for sustainable development should finance investment that promotes inclusive and sustainable economic and social development; ### 21. notes that the european fund for sustainable development should finance investment that promotes inclusive and sustainable economic and social development , in this regard , emphasizes that private sector investments should serve the local market and population and target those with little access to financing , guaranteeing finance inclusiveness of marginalised groups , for example , via direct investments to local micro , small and medium size enterprises and social economy business models , and notably family enterprises;


### 21. notes that the european fund for sustainable development should finance investment that promotes inclusive and sustainable economic and social development; ### 21. notes that the european fund for sustainable development should finance investment that promotes inclusive and sustainable economic and social development; in this regard , emphasizes that private sector investments should serve the local market and population for example , via direct investments to local micro , small and medium size enterprises and social economy business models; calls for strong monitoring and evaluation mechanisms to ensure compliance with these objectives;


### 24. considers that this partnership should support female entrepreneurship in rural and urban areas; ### 24. recalls that small and medium sized enterprises (smes) are a key engine of job creation and represent 95% of businesses in africa; believes that the strategy should prioritise entrepreneurship and access to finance while creating a reliable business environment; considers that this partnership should promote female and youth entrepreneurship in rural and urban areas;


### 25. stresses the need to put environmental issues at the heart of the partnership; notes that it has asked for 45% of the budget for the future ndici to be devoted to these objectives; ### 25. stresses the need to put environmental issues at the heart of the partnership; notes that it has asked for 45% of the budget for the future ndici to be devoted to these objectives and to support adaptation and climate change resilience for disadvantaged communities and countries; highlights that the eu should offer concrete , predictable , accountable and long-term financial and technical support to african countries to meet their climate adaptation and mitigation efforts;


### 26. calls for european support to help african countries implement the paris agreement to be stepped up; ### 26. calls for european support to help african countries implement the paris agreement to be stepped up; stresses that for such support to be effective , the future eu-africa partnership for a green transition must be based on the principles of common but differentiated responsibility (cbdr) and policy coherence for sustainable development , as well as ensure a green transition that is just and inclusive;


### 26. calls for european support to help african countries implement the paris agreement to be stepped up; ### 26. calls for european support to help african countries implement the paris agreement and the sendai framework to be stepped up;


### 31. stresses the importance of promoting agroecology in both national policies and international forums , and of increasing the sustainable productivity of the agricultural sector and its resilience to climate change; ### 31. stresses the importance of promoting agroecology and sustainable food systems , which focus on the development of short supply chains , local production and distribution , for local consumption , in both national policies and international forums , and of increasing the sustainable productivity of the agricultural sector and its resilience to climate change;


### 33. emphasises the importance of supporting small farms and pastoralism in order to boost their contribution to food sovereignty and food security , sustainable resource management and biodiversity conservation; ### 33. emphasises the importance of supporting small farms and pastoralism in order to boost their contribution to food sovereignty and food security , sustainable resource management and biodiversity conservation; recalls that the end of malnutrition in all its forms and sdg 2 – zero hunger should be considered as priorities in the new partnership;


### 33. emphasises the importance of supporting small farms and pastoralism in order to boost their contribution to food sovereignty and food security , sustainable resource management and biodiversity conservation; ### 33. emphasises the importance of supporting small farms , with particular attention to women and young farmers , and pastoralism in order to boost their contribution to food sovereignty and food security , sustainable resource management and biodiversity conservation;


### 34. encourages exchanges of best practices between european and african farmers and , in particular , contacts between young farmers; ### 34. encourages exchanges of best practices between european and african farmers and , in particular , contacts between young farmers , also within the framework of associations; and stronger reliance on the contributions of african traditional knowledge to a just transition , especially regarding agriculture practices , fisheries and forests’ protection , thereby empowering the african people and local communities;


### 34. encourages exchanges of best practices between european and african farmers and , in particular , contacts between young farmers; ### 34. encourages exchanges of best practices between european and african farmers and , in particular , contacts between young farmers and stronger reliance on the contributions of african traditional knowledge to a just transition , especially regarding agriculture practices , fisheries and forests’ protection , thereby empowering the african people and local communities;


### 35. stresses that the digital transformation represents a tremendous development lever for access to education , training and health , as well as for the modernisation of the agricultural sector , but that it can also bring with it the risk of increasing inequalities , in particular between the genders; ### 35. stresses that the digital transformation represents a tremendous development lever for access to education , training and health , participation in political decision-making , as well as for the modernisation of the agricultural sector , but that it can also bring with it the risk of increasing inequalities , in particular between the genders and that it is necessary to bridge the digital gender gap for a truly inclusive digital transformation; stresses that the digital transformation must support equal access , use and creation of digital technology , with a view to bridging the digital gap , including the digital gender gap;


### 35. stresses that the digital transformation represents a tremendous development lever for access to education , training and health , as well as for the modernisation of the agricultural sector , but that it can also bring with it the risk of increasing inequalities , in particular between the genders; ### 35. stresses that the digital transformation represents a tremendous development lever for access to education , employment , training and health , as well as for the modernisation of the agricultural sector , but that it can also bring with it the risk of increasing gaps and inequalities , notably in terms of gender , income and generations and that it is necessary to bridge the digital gender gap for a truly inclusive digital transformation;


### 36. stresses that the partnership should promote research and innovation and access to digital services , in order to foster social inclusion; ### 36. stresses that the partnership should promote research and innovation and access to digital services , the mainstreaming of digital skills and literacy in formal and informal education while encouraging girls and young women’s participation in these subjects , and equal access to digital services including in health , education and social protection in order to foster social inclusion;


### 38. stresses that data collection and statistical analyses are fundamental to informed decision-making , particularly in the fields of agriculture , natural resource management and governance; ### 38. stresses that data collection and statistical analyses are fundamental to informed decision-making , particularly in the fields of agriculture , natural resource management and governance , by respecting the relevant data protection regulations;


### 38. stresses that data collection and statistical analyses are fundamental to informed decision-making , particularly in the fields of agriculture , natural resource management and governance; ### 38. stresses that accurate and comparable disaggregated data collection and statistical analyses are fundamental to informed decision-making , particularly in the fields of agriculture , natural resource management and governance;


### 40. notes that , in recent years , the migration issue has dominated the africa-eu relationship and that this may have had a damaging effect on the way the two continents perceive one another; considers that the human dimension of migration should be highlighted; ### 40. notes that , in recent years , the migration issue has dominated the africa-eu relationship and that this may have had a damaging effect on the way the two continents perceive one another; considers that the human dimension of migration should be highlighted; calls for the adoption of an eu-africa partnership on migration and mobility that puts the human dignity of refugees and migrants at their heart , that is grounded in the principles of solidarity , shared responsibility , and respect for human rights and international and refugee law;


### 40. notes that , in recent years , the migration issue has dominated the africa-eu relationship and that this may have had a damaging effect on the way the two continents perceive one another; considers that the human dimension of migration should be highlighted; ### 40. notes that , in recent years , the migration issue has dominated the africa-eu relationship and more comprehensive understanding and addressing of root causes of migration is needed to prevent that this may have had a damaging effect on the way the two continents perceive one another; considers that the human dimension of migration , return , readmission and reintegration should be highlighted;


### 41. considers that the success of the partnership will hinge on significant improvements in mobility opportunities between the various components of african and european societies; ### 41. considers that the success of the partnership will hinge on significant improvements in addressing root causes of migration as lack of security , food safety , decent job , private investments and education opportunities;


### 42. calls for legal migration channels to be developed; ### 42. calls for legal migration channels to be developed including pathways for decent employment across all skills levels and end detention of children in relation to their migratory status; stresses the need for a coherent eu engagement , ensuring that cooperation on fighting irregular migration or on integrated border management has no negative impacts one existing frameworks of regional mobility in the african continent or on human rights; recalls the need that any partnership on migration and mobility must take into account the two global compacts on migrations and refugees (global compact for safe , orderly and regular migration - gcm , global compact on refugees - gcr);


### 42. calls for legal migration channels to be developed; ### 42. calls for adequate financing for addressing of root causes of migration;


### 43. stresses the need for europe to step up its commitments on resettlement and the other legal avenues for people in need of international protection; ### 43. stresses the need for europe to step up its commitments on resettlement and the other legal avenues for people in need of international protection including through complementary pathways , such as humanitarian admission programmes , student scholarship , humanitarian visas and community sponsorship;


### 43. stresses the need for europe to step up its commitments on resettlement and the other legal avenues for people in need of international protection; ### 43. stresses the need for europe to step up for people in need with immediate humanitarian response and with more effective development cooperation;


### 44. highlights parliament’s opposition to making the granting of official development assistance conditional on its being used for migration management purposes; ### deleted


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


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


### 1. deplores the commission’s failure to propose environmental indicators for the new programmes; calls , therefore , for specific indicators to be incorporated into their operating rules; calls for the data gathered to be made public once a year; ### 1. deplores the commission’s failure to propose environmental , climate and sustainability indicators for the new programmes; calls , therefore , for specific indicators to be incorporated into their operating rules; calls for the data gathered to be made public once a year;


### 4. calls on the main stakeholders in the programmes to inform participants of examples of good practice which they can employ in their everyday lives , perhaps by means of a digital app; ### 4. calls on the main stakeholders in the programmes to inform participants of examples of good practice which they can employ in their everyday lives , as well as to inform the participants of the environmental impact of their actions , perhaps by means of a digital app;


### 10. emphasises the potential of the european universities and vocational education and training centres of excellence , as they could introduce programmes of excellence for teaching and training in environmental issues , provided sufficient funding is available; ### 10. emphasises the potential of the european universities and vocational education and training centres of excellence , as they could introduce programmes of excellence for teaching and training in environmental , climate and sustainability issues , provided sufficient funding is available;


### 15. considers that encouraging mobility among the staff of local sports organisations would help make them aware of more environmentally friendly ways of organising sports events; calls for greater emphasis to be placed on environmental issues when the european week of sport takes place; ### 15. considers that long-term , locally implemented programmes and encouraging mobility among the staff of local sports organisations would help make them aware of more environmentally friendly ways of organising sports events; calls for greater emphasis to be placed on environmental , climate and sustainability issues when the european week of sport takes place;


### 17. points out that the commission can launch calls for thematic projects; calls on it to step up its promotion of the environmental dimension of the esc by increasing the visibility of these projects on the pass platform; ### 17. points out that the commission can launch calls for thematic projects; calls on it to step up its promotion of the environmental , climate and sustainability dimension of the esc by increasing the visibility of these projects on the pass platform;


### 20. calls on the commission to publish a ‘good environmental practice’ guide covering audiovisual and cultural production , dissemination and event organisation , with a particular focus on transport , energy and waste management and with the aim of making the practices concerned standard for all projects financed by the programme; ### 20. calls on the commission to publish a ‘good environmental practice’ guide covering audiovisual and cultural production , dissemination and event organisation , with a particular focus on transport , energy , resource-efficiency and waste management and with the aim of making the practices concerned standard for all projects financed by the programme;


### 22. calls on the commission to authorise , as a trans-sectoral measure , the establishment of a european network of environmental consultants to advise project developers; ### 22. calls on the commission to authorise , as a trans-sectoral measure , the establishment of a european network of environmental , climate and sustainability consultants to advise project developers and creative europe desks;


### 1. considers that in order to fight against disinformation and fake news , reinstate a climate of trust in the media and counter threats to democratic political processes , a comprehensive strategy is needed , based inter alia on media and information literacy , and aimed at empowering citizens to critically assess media content and recognise the difference between opinion and fact; ### 1. considers that in order to fight against disinformation and fake news , reinstate a climate of trust in the media and counter threats to democratic political processes , a comprehensive strategy is needed , based inter alia on media , internet and information literacy , and aimed at empowering citizens to critically assess media content and recognise the difference between opinion and fact;


### 2. calls on the commission to work in close cooperation with the member states and civil society organisations to develop common curricula on media literacy and to reach out to all citizens through formal , non-formal and informal education , and through lifelong learning; ### 2. calls on the commission to work in close cooperation with the member states and civil society organisations to develop educational programmes on media and internet literacy and to reach out to all citizens through formal , non-formal and informal education , and through lifelong learning , and to ensure comprehensive civil society organisation involvement in broadcasting and audience advisory boards;


### 3. stresses that media pluralism is under serious threat both online and offline due to the excessive concentration of media ownership , which has resulted in dominant actors in the media sector using information to pursue political and social objectives and in the lowering of the quality , diversity and reliability of the information available; ### 3. stresses that media pluralism is under serious threat both online and offline , on the one hand due to the excessive concentration of media ownership , which has resulted in dominant actors in the media sector using information to pursue political and social objectives and in the lowering of the quality , diversity and reliability of the information available , and on the other hand because of the uncritical passing of false allegations and political opinions presented as facts between media which in terms of the media ownership background are not necessarily interconnected;


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


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


### 5. considers that in the fight against disinformation , the core principles of access to information and above all freedom of expression , including artistic freedom , should always prevail; ### 5. considers that in the fight against disinformation , the core principles of access to information and above all freedom of expression , including artistic freedom , should always prevail , while ensuring that those principles cannot be used as an excuse to justify or legitimate malicious dissemination of fake news or the circumvention of rules or restrictions which constitute necessary , appropriate and proportionate measures within a democratic society to safeguard national security , defence , public security and public health;


### (3) as a direct consequence of lock-down measures taken across europe , cultural venues have been closed down and cultural events have been cancelled or postponed for an undetermined period of time. european and international cultural cooperation projects have been radically slowed down , as the physical crossing of borders has been limited. finally , due to rapidly decreasing revenues and emerging public health-related needs , local , regional and national governments are under increased budgetary pressures. private sponsoring for culture is also becoming more challenging for the time being as there is no public event to sponsor or because companies give priority to public health-related sponsoring activities. ### (3) as a direct consequence of lock-down measures taken across europe , cultural venues have been closed down and cultural events have been cancelled or postponed for an undetermined period of time. european cultural and creative sectors are facing an immense pressure that has led to the minimization of income and the suppression of creative freedom and freedom of expression. european and international cultural cooperation projects are prevented , as the physical crossing of borders has been limited. finally , due to rapidly decreasing revenues and emerging public health-related needs , local , regional and national governments are under increased budgetary pressures. private sponsoring and public financing for culture is also becoming more scarce for the time being due to the social distancing and hygienic protocols in place that are necessary but prevent a sustainable and financial viable operation of cultural events.


### (5) the two european capitals of culture 2020 had to postpone or cancel all events since march 2020 without any clarity when (and whether) the situation will come back to normality. in practice , they are prevented from implementing their year as a european capital of culture and capitalising on the huge investment made. ### (5) the two european capitals of culture 2020 had to postpone or cancel all events since march 2020 without any clarity when (and whether) the situation would allow for the conducting of the events in a manner that would allow the title to be utilized to its maximum potential while respecting health and safety of the people working for the european capitals of culture 2020. in practice , they are prevented from implementing their year as a european capital of culture and capitalising on the huge investment made. it would be necessary to take the opinion of health experts into account. it would also be important that the commission provide any required assistance of facilitation after constant evaluation of the situation in the host member states.


### (6) in the three european capitals of culture 2021 , the pandemic results in a very high level of uncertainty in nearly all areas associated with their preparation: insecure financing perspectes from public and private partners , unknown future safety regulations affecting both participatory work and event types to be authorised , as well as travel restrictions reducing tourism flows and possibilities of european partnerships. the preventive measures slowed down the preparatory work of the three european capitals of culture 2021 to a critical point , when they should , under normal circumstances , double efforts , due to the fact that delivery teams were in lockdown while the economic survival of potential contracting partners is uncertain. ### (6) in the three european capitals of culture 2021 , the pandemic results in a very high level of uncertainty in all areas associated with their preparation: insecure financing perspectives from public and private partners , unknown future safety regulations affecting both participatory work and event types to be authorised , as well as travel restrictions reducing tourism flows and possibilities of european partnerships , a precarious situation for employees working for the implementation of the action as well as organizational difficulties that result in higher costs for the cities holding the title. the preventive measures slowed down the preparatory work of the three european capitals of culture 2021 to a critical point , when they should , under normal circumstances , double efforts with uncertain results , due to the fact that delivery teams were in lockdown while the economic survival of potential or current contracting partners is uncertain , and funding ought to be diverted to other priorities. additionally , the objectives of the european capital of culture action cannot be met under the current circumstances , therefore close consultation and contact with the host cities in order to provide them with assistance during those unprecedented times are necessary.


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


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


### 4. stresses the importance of all types of education – formal , non-formal and informal – relating to history and cultural heritage , at all ages; reiterates the significance of including art , music , film and theatre , design and architecture in school curricula; ### 4. stresses the importance of all types of education – formal , non-formal and informal – relating to history and cultural heritage , at all ages; reiterates the significance of including art , music , film and theatre , design and architecture in school curricula; calls the commission to fully integrate these fields in its strategy towards a european education area;


### 6. highlights the role digital education can play in enabling learning about and through cultural heritage; notes the need to develop high-quality e-learning initiatives in order to make learning about cultural heritage more accessible and enhance heritage-related skills across europe; ### 6. highlights the role digital education can play in enabling learning about and through cultural heritage; notes the need to develop high-quality e-learning initiatives in order to make learning about cultural heritage more accessible and enhance heritage-related skills across europe; stresses that the field of cultural heritage was not included in the digital education plan;


### 8. reiterates the need to improve socio-economic and labour conditions and gender balance and to promote mobility opportunities for different specialists employed in the cultural heritage sector; ### 8. reiterates the need to improve socio-economic and labour conditions and gender balance and to promote mobility opportunities for different specialists employed in the cultural heritage sector; stresses that , for mobility programmes to be successful , it is necessary that the certifications , issued by member states , regarding the skills acquired by the professionals working on the cultural heritage sector , should be valid across the european union; calls the commission to coordinate with member states to facilitate the recognition of such certificates at european level; is highly concerned about the systemic exclusions that people with disabilities face as regards both the access to the cultural heritage and the respective labour market and calls the commission to increase its efforts in fighting this problem;


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


### the sia takes into account the strategic planning of horizon europe to ensure alignment with the framework programme activities , with other relevant union programmes and consistency with eu priorities and commitments and increase complementarity and synergies with national and regional funding programmes and priorities. ### the sia takes into account the strategic planning of horizon europe to ensure coherence with the framework programme activities , with other relevant union programmes and consistency with eu priorities and commitments and increase complementarity and synergies with national and regional funding programmes and priorities.


### (11) in order to contribute to the competitiveness and to reinforce the international attractiveness of the european economy and its innovation capacity , the eit and the kics should be able to attract partner organisations , researchers and students from all over the world , including by encouraging their mobility , as well as to cooperate with third-country organisations. ### (11) in order to contribute to the competitiveness and to reinforce the international attractiveness of the european economy and its innovation and socio-economic capacity , the eit and the kics should be able to attract partner organisations , researchers and students from all over the world , including by encouraging their mobility , as well as to cooperate with third-country organisations.


### a. whereas education is a fundamental right that should be equally accessible to all; whereas the pillar of social rights states that everyone has the right to quality and inclusive education in order to participate fully in society; ### a. whereas education is a fundamental right that should be equally accessible to all; whereas , while fully respecting the responsibility of the member states for the content of teaching and the organisation of education systems and their cultural and linguistic diversity1 a , the pillar of social rights states that everyone has the right to quality and inclusive education in order to participate fully in society;


### b. whereas new systemic changes such as the climate crisis , supranational political integration and the digital shift require the corresponding adaptation of educational systems , including citizenship education; ### b. whereas new systemic changes such as the climate crisis , supranational political integration and the digital shift require the corresponding adaptation of educational systems , including citizenship education , but these citizenship education lessons must remain free from political or ideological influence and focus instead on factual information and the functioning of institutions and democracy;


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


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


### d. whereas sociopolitical changes observed in member states , ranging from social polarisation and low institutional trust to democratic backsliding , the erosion of the rule of law , exclusionary nationalism and the instrumentalisation of euroscepticism for political purposes , along with the rise of extremist movements and authoritarianism , may pose a serious threat to european democracies and destabilise the eu as a whole; whereas strengthening citizenship education in formal , non-formal , informal and lifelong-learning education could play an important role in countering this trend; ### d. whereas sociopolitical changes observed in member states , ranging from social polarisation and low institutional trust to democratic backsliding , the erosion of the rule of law , poverty , the rise in fake news , the migration crisis and islamic terrorism , may pose a serious threat to european democracies and destabilise the eu as a whole; whereas strengthening citizenship education in formal , non-formal , informal and lifelong-learning education could play an important role in countering this trend;


### e. whereas the emergence of a dynamic european citizenship has been hindered by a knowledge and emotional gap; whereas insufficient knowledge about the eu and poor understanding of its added value may contribute to the perception of a democratic deficit and may lead to euroscepticism in member states; ### deleted


### 1. regrets that there is no common definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge , skills , competences and care; ### deleted


### 1. regrets that there is no common definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge , skills , competences and care; ### 1. regrets that there is no common , non-binding definition of apolitical citizenship education; believes that teaching citizenship education involves a combination of knowledge , skills , competences and care;


### 2. is concerned about the limited focus on european and global citizenship in national curricula; ### deleted


### 2. is concerned about the limited focus on european and global citizenship in national curricula; ### 2. notes the limited focus on european and global citizenship in national curricula;


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


### 7. regrets that the political consensus at european level on the need to advance citizenship education and the teaching of common european values has not been translated into concrete objectives , targets and benchmarks; concludes that citizenship education policies suffer from an implementation gap; ### 7. notes that the political consensus at european level on the need to advance citizenship education and the teaching of common european values was not translated into concrete objectives , targets and benchmarks; concludes that citizenship education policies suffer from an implementation gap;


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


### 9. finds that eu programmes make a limited contribution to advancing certain dimensions of citizenship education , mainly because of a lack of explicit direct support , limited resources and uneven geographical coverage; regrets that so far , eu-funded projects in this area have not had a widespread long-term impact; ### 9. finds that eu programmes make a limited contribution to advancing certain dimensions of citizenship education , mainly because of member state competence in this area , a lack of explicit direct support , limited resources and uneven geographical coverage; notes that so far , eu-funded projects in this area have not had a widespread long-term impact;


### 10. affirms that on the basis of articles 9 , 10 , 165 and 166 teu , the eu has a primary responsibility to foster eu citizenship education as a way to ensure deeper knowledge among its citizens of the european project as a union of democratic states , thus guaranteeing its citizens the right to fully participate in political life and decision-making at eu level; ### 10. affirms that on the basis of articles 9 , 10 , 165 and 166 teu , the eu has a primary responsibility to foster eu citizenship education as a way to ensure deeper knowledge among its citizens of the eu as a union of democratic states , thus guaranteeing its citizens the right to fully participate in political life and decision-making at eu level;


### 13. considers that in the post-et 2020 cooperation framework , attention should be focused on developing curricula and national assessments in citizenship education that integrate all relevant aspects of the subject area; ### 13. considers that in the post-et 2020 cooperation framework , attention should be focused on developing non-binding curricula in citizenship education that integrate all relevant aspects of the subject area;


### 14. calls for the development of concrete objectives and benchmarks on citizenship education in the european education area enabling framework , including european citizenship education; ### deleted


### 14. calls for the development of concrete objectives and benchmarks on citizenship education in the european education area enabling framework , including european citizenship education; ### 14. suggests the development of concrete objectives and benchmarks on citizenship education in the european education area enabling framework , including european citizenship education;


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


### 18. calls for a comprehensive european strategy on european civic and citizenship education , as well as the creation of supporting platforms to promote its implementation , focusing notably on shared eu democratic values and principles; ### 18. suggests a comprehensive european strategy on european civic and citizenship education , as well as the creation of supporting platforms to promote its implementation , focusing notably on shared eu democratic values and principles;


### 18. calls for a comprehensive european strategy on european civic and citizenship education , as well as the creation of supporting platforms to promote its implementation , focusing notably on shared eu democratic values and principles; ### 18. calls for a comprehensive , non-binding european strategy on european citizenship education , as well as the creation of supporting platforms to promote its implementation , focusing notably on shared eu democratic values and principles;


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


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


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


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


### a. whereas the 2018 commission communication on a new european agenda for culture (com(2018)0267) and the 2016 joint communication towards an eu strategy for international cultural relations (join(2016)0029) have played a decisive role in shaping the eu’s and member states’ cultural policies; ### a. whereas the 2018 commission communication on a new european agenda for culture (com(2018)0267) and the 2016 joint communication towards an eu strategy for international cultural relations (join(2016)0029) could have played an even more decisive role in shaping the eu’s and member states’ cultural policies; whereas any european agenda for culture should focus on fostering social cohesion , dialogue and mutual understanding , therefore strongly supporting european integration; whereas culture is a public good and the cultural and creative sectors should be supported in the long run with ambitious policy frameworks , adequate public financing and an enabling environment , which would also include resilience tools proactively installed against any future crises; whereas the new european agenda for culture should aim at preserving , expanding and disseminating a vibrant and diverse european cultural scene fostering the participation of all , leaving no one behind;


### b. whereas the 2018 european year of cultural heritage promoted culture and cultural heritage; ### b. whereas the legacy of the 2018 european year of cultural heritage that promoted culture and cultural heritage could have been further supported;


### b. whereas clearly targeted resources for international cultural relations would greatly enhance its ability to fully develop; ### b. whereas clearly targeted resources for international cultural relations would greatly enhance its ability to fully develop , unleashing its full potential to foster mutual understanding among peoples and nations worldwide;


### c. whereas the cultural and creative sectors and industries (ccsi) represent 4.4 % of eu gdp and employ around 7.6 million people16 ; ### c. whereas the cultural and creative sectors and industries (ccsi) represent 4.4 % of eu gdp and employ around 7.6 million people16 ; stresses the unacknowledged importance of cultural and artistic workers and calls on member states and the commission to empower them by cross-country collaborations and promoting the circulation and mobility of eu ccs workers in a multidisciplinary approach , including by establishing a mechanism of eu recognition of their educational and work qualifications and skills;


### c. whereas the cultural and creative sectors and industries (ccsi) represent 4.4 % of eu gdp and employ around 7.6 million people16 ; ### c. whereas the cultural and creative sectors and industries (ccs) play an important role in the eu economy as representing 4.4 % of eu gdp , employing around 8.7 million people2a , having amongst the highest rates in the eu in youth employment , gender balance , smes and self-employed and the potential to be drivers to local and regional development2b;


### c. whereas the cultural and creative sectors and industries (ccsi) represent 4.4 % of eu gdp and employ around 7.6 million people16 ; ### c. whereas the cultural and creative sectors and industries (ccsi) represent 4.4 % of eu gdp and employ around 7.6 million people16 which is not adequately nor proportionally reflected in public funding for these sectors;


### c. whereas the cultural and creative sectors and industries (ccsi) represent 4.4 % of eu gdp and employ around 7.6 million people16 ; ### c. whereas the cultural and creative sectors (ccs) , represent 4.4 % of eu gdp and employ around 7.6 million people16 ;


### c. whereas the eu needs to engage in international cultural relations using its own instruments to shape the cultural face of the eu worldwide and complement the work of member states’ cultural institutes abroad; ### c. whereas the eu needs to consistently scale-up its engagement in international cultural relations devoting sufficient resources and funds to this end , and using its own instruments to shape the cultural face of the eu worldwide and complement the work of member states’ cultural institutes abroad;


### d. whereas the impact of the covid-19 pandemic on the european ccsi has been dramatic but has been uneven across sectors; ### d. whereas the impact of the covid-19 pandemic on the european ccs has been dramatic and uneven across sectors , which were the first hit and last to recover , therefore a 2% of the national rrf plans should be directed to ccs;


### d. whereas the impact of the covid-19 pandemic on the european ccsi has been dramatic but has been uneven across sectors; ### d. whereas the impact of the covid-19 pandemic on the european ccsi has been dramatic but has been uneven across sectors , damaging particularly live sectors such as live music and all performing arts;


### 1. reaffirms that culture is a key element of sustainable development and an integral component of its social , economic and environmental dimensions , and long-term societal changes; recalls that culture is instrumental in the implementation of the 2030 un agenda and calls for strengthening the contribution of cultural actors to sustainable development through participation in enhanced dialogue , professional networks and multi-stakeholder partnerships; ### 1. reaffirms that culture is a key element of sustainable development and an integral component of its social , economic and environmental dimensions , and long-term societal changes; recalls that culture is instrumental in the implementation of the 2030 un agenda and calls for strengthening the contribution of cultural actors to sustainable development through participation in enhanced dialogue , professional networks and multi-stakeholder partnerships and supporting civil society organisations , in order to leave no one behind and support the aims and principles of the 2030 un agenda;


### 2. welcomes the development of the cultural relations platform and the joint implementation of programmes allowing cultural actors and public stakeholders to develop innovative ideas and concrete projects , finance cultural relations and facilitate networks; ### 2. welcomes the development of the cultural relations platform and the joint implementation of programmes allowing cultural actors and public stakeholders to get in touch and share expertise and best practices , develop innovative ideas and concrete projects , finance cultural relations and facilitate networks both within and outside eu borders; reaffirms the paramount importance of involving european cultural and education institutes in the activities of the cultural relations platform;


### 2. welcomes the inclusion of culture as an area of intervention in the global challenges thematic programme under the neighbourhood , development and international cooperation instrument (ndici) – global europe regulation to foster sustainable social and economic development , and international cultural cooperation; ### 2. welcomes the inclusion of culture as an area of intervention in the global challenges thematic programme under the neighbourhood , development and international cooperation instrument (ndici) – global europe regulation to foster sustainable social and economic development , and international cultural cooperation; underlines the need to strengthen the european union’s diplomatic role as a global cultural partner in keeping with the spirit of the sdgs;


### 3. calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries; ### 3. calls for the development of scalable and far-reaching strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries;


### 3. welcomes the integration of a specific chapter on culture under title iii (human and social development) of the proposed partnership agreement between the eu and the organisation of african , caribbean and pacific states (oacps); calls for the strengthening of cultural programmes to stimulate job opportunities , tourism , inclusive and sustainable growth , and social cohesion , and to support the cultural sector which has been deeply impacted by the covid-19 pandemic; ### 3. welcomes the integration of a specific chapter on culture under title iii (human and social development) of the proposed partnership agreement between the eu and the organisation of african , caribbean and pacific states (oacps); calls for the strengthening of cultural programmes to stimulate job opportunities , tourism , inclusive and sustainable growth , and social cohesion , and to support the cultural sector which has been deeply impacted by the covid-19 pandemic; insists on the need to defend and promote cultural rights in third countries , including freedom of expression for artists , journalists , and academics;


### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors and academia in third countries; ### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors , civil society organisations , and academia in third countries;


### 5. calls for an update to the 2016 eu strategy for international cultural relations with a view to establishing a permanent structural and institutional eu dimension and developing and implementing a long-term strategy to be integrated permanently and horizontally within the eu’s external action toolbox. ### 5. calls for an update to the 2016 eu strategy for international cultural relations with a view to establishing a coherent and ambitious permanent structural and institutional eu dimension and developing and implementing a overarching long-term strategy to be integrated permanently and horizontally within the eu’s external action toolbox.


### 1. recalls that freedom of expression is a fundamental human right enshrined in article 19 of the universal declaration of human rights and includes the freedom to hold opinions and to receive and impart information and ideas without interference by public authorities and regardless of frontiers; deplores , however , that some governments and individuals in positions of power around the globe are systematically threatening this right; ### 1. recalls that freedom of expression is a fundamental human right enshrined in article 19 of the universal declaration of human rights , in article 10 of the convention for the protection of human rights and fundamental freedoms of the council of europe and in article 11 of the charta of fundamental rights of the european union; recalls that this fundamental human right includes the freedom to hold opinions and to receive and impart information and ideas without interference by public authorities and regardless of frontiers; stresses that the rights to freedom of expression and information are indispensable conditions for journalists , in order to assist citizens' active participation in a democratic society , for the realisation of the principles of transparency and accountability; recalls that public authorities have the duty not only to refrain from implementing restrictions on freedom of expression , but also the obligation to adopt a legal and regulatory framework which fosters the development of free , independent and pluralistic journalism , and the responsibility to ensure that journalists and their sources are protected by strong laws , the prosecution of perpetrators and ample security where necessary;


### 2. notes with regret that there has been a rise in violence towards journalists and media professionals , which is increasingly happening in countries officially at peace and is creating a general sense of insecurity; deplores that 57 journalists have been killed in 20221 , 78 journalists are being held hostage and 478 journalists are currently imprisoned2 ; demands that all detained journalists be released immediately; ### 2. is deeply concerned that journalists , especially female journalists , and other media actors are facing increasing violence , acts of aggression , intimidation , threats , harassment , pressure , self-censorship , public shaming and even assassination as a result of carrying out their job to protect the public interest; notes with regret that a rise in violence towards journalists and media professionals is increasingly happening in countries officially at peace , creating a general sense of insecurity; is shocked that 57 journalists have been killed in 20221 , 78 journalists are being held hostage and 478 journalists are currently imprisoned2 ; demands from the member states and the eeas to undertake everything in their power to achieve the immediate release of all detained journalists; recollects in this context the importance of its "daphne caruana galizia prize for journalism" , notes , however , that symbolism and public awareness are insufficient for improving the situation in the long term; therefore calls for effective protective measures and robust investigation and prosecution of criminal threats against journalists and other media professionals , drawing particular attention to threats against women journalists and journalists representing or reporting on equality;


### 3. highlights that the freedom of media and media pluralism have increasingly come under threat in recent years with globalisation of media streams , and that disinformation and propaganda are growing trends in the media landscape worldwide; notes that this trend has been intensified by the covid-19 pandemic and the war against ukraine; believes that this situation should be considered a general threat to the values the european union stands for as a global actor and to democracy as a whole; ### 3. highlights that the freedom of media and media pluralism have increasingly come under threat in recent years with globalisation of media streams , and that disinformation and propaganda , as well as disproportionate actions to tackle them , are growing trends in the media landscape worldwide; notes that this trend has been intensified by the covid-19 pandemic and the war against ukraine; stresses that the internet and social media plays a significant role in spreading hate speech and fostering radicalisation leading to violent extremism , especially far-right violent extremism; in this context , is concerned about problematic developments of the administration of social media platforms that undermine the credibility of individual journalists , notably the recent changes in verification requirements for blue checkmarks on twitter , which have the potential to damage the reputation of legitimate journalism and hence to increase the dissemination of disinformation; believes that this situation should be considered a general threat to the values the european union claims to stand for as a global actor and to democracy as a whole; emphasizes the interdependency of media freedom with other freedoms of expression - such as of the arts and science - and their mutual prerequisite and equally fundamental importance for a liberal democracy;


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


### 4. calls on the eu and the member states to re-evaluate the profound links between media freedom and democracy and identify pathways to rebuild safe spaces for information and communication with a particular focus on education for information and media literacy; ### 4. highlights that the media play an essential role in democratic society , by acting as public watchdogs , while fostering citizens’ conscious participation in democratic life; emphasises that a critical use of media content is essential to people’s understanding of current issues and to their contribution to public life; therefore calls on the commission and the member states to re-evaluate the profound links between media freedom and democracy , and to identify pathways to rebuild safe spaces for information and communication with a particular focus on education for information , media literacy and the promotion of and support for critical thinking especially at schools , and artistic freedom;


### 4. reiterates its continued deep concern about the state of media freedom in the word in the context of the abuses and attacks still being perpetrated against journalists and media workers in many countries , as well as the growing denigration of them in public , which particularly impacts political , investigative and cross-border journalism; ### 4. reiterates its continued deep concern about the state of media freedom in the word in the context of the abuses and attacks still being perpetrated against journalists and media workers in many countries , as well as the growing denigration of them in public , which particularly impacts political , investigative and cross-border journalism; notes with concern and stigmatises the practice of some authorities of searching the homes and workplaces of journalists or subjecting them to telephone and digital device checks in order to trace the sources of information , which must be protected in the same way as the journalists themselves;


### 5. believes that in order to improve its external governance , the eu needs to lead by example and deliver on its domestic media policy ambitions; welcomes , in this context , the adoption of the digital services act3 , and the recently published proposals for a directive against ‘strategic lawsuits against public participation’ (the anti-slapp directive) (com(2022)0177) and the european media freedom act (com(2022)0457) , which are signs the eu is taking a more robust approach to media policies; ### 5. believes that in order to improve its external governance and its credibility , the eu needs to lead by example and deliver on its domestic media policy ambitions; welcomes , in this context , the adoption of the digital services act3 , and the recently published proposals for a directive against ‘strategic lawsuits against public participation’ (the anti-slapp directive) (com(2022)0177) and the european media freedom act (com(2022)0457) , which are signs the eu is taking a more robust approach to media policies; however , a lot more needs to be done; recalls that slapps are lawsuits or other legal actions based on civil , administrative and criminal law , as well as the threats of such actions , initiated by state organs , business corporations and individuals who hold power of one kind or another against weaker parties , such as journalists , and others , who express criticism or transmit uncomfortable messages to the powerful , on public matters , and as a result bring about lack of information distribution and lack of freedom of expression by the media/journalists;


### 5. reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear; ### 5. reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear; is concerned at the increased restictions and reprisal to crush public protests in russia , and in particular the anti-war movement since the invasion of ukraine in february 2022 , which extends to suppressing any reporting of them by journalists and independent monitors;


### 6. calls on the commission to include suspension mechanisms in the eu’s multilateral and bilateral partnership or trade agreements; invites the commission to support and monitor media freedom and use targeted sanctions or suspend agreements in the event of persistent and systematic violation of media freedom; ### 6. calls on the commission to include suspension mechanisms in the eu’s multilateral and bilateral partnership or trade agreements; calls on the commission to support and monitor media freedom and use targeted sanctions or suspend agreements in the event of persistent and systematic violation of media freedom;


### 6. deplores the fact that journalists and media workers often work in precarious conditions , which compromises their ability to work in a safe and enabling environment; stresses that adequate working conditions for journalists and media workers are crucial to fostering high-quality journalism , allowing journalists to fulfil their missions and upholding the right to information and the right to be informed; ### 6. deplores the fact that journalists and media workers often work in precarious conditions , which compromises their ability to work in a safe and enabling environment; deplores the increasingly widespread practice of precarious , underpaid employment contracts with no health nor legal protection , stressing that this condition has serious repercussions on the actual independence of journalists; stresses that adequate working conditions for journalists and media workers are crucial to fostering high-quality journalism , allowing journalists to fulfil their missions and upholding the right to information and the right to be informed;


### — having regard to the report of the un special rapporteur on the promotion and protection of the right to freedom of opinion and expression of 13 april 2021 on disinformation and freedom of opinion and expression , ### — having regard to the report of the un special rapporteur on the promotion and protection of the right to freedom of opinion and expression of 13 april 2021 on disinformation and freedom of opinion and expression and that of april 2022 titled "reinforcing media freedom and the safety of journalists in the digital age" ,


### e. whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability; ### e. whereas the decline of media freedom and the rise in threats to the safety of journalists is a worldwide trend , most sharply evident in backsliding democracies and recalcitrant totalitarian states; whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents; whereas the consequences for human rights , democracy , public participation and development are extremely concening and it is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability;


### e. whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability; ### e. whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents; whereas by gathering and disseminating reliable information about armed conflicts , journalists carry out a crucial mission of public interest; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability;


### g. whereas investigative journalists working to expose corruption are being particularly targeted; ### g. whereas investigative journalists working to expose corruption and in the fight against organized crime are being particularly targeted; whereas whistleblowers are a key source of information in the fight against corruption and organized crime; whereas julian assange’s case sets a dangerous precedent regarding whistleblowing as a fundamental aspect of freedom of expression and as an essential role in detecting and reporting wrongdoing;


### h. whereas technological innovation has increased the capacity of individuals , governments and other bodies to spy on journalists , compromise their digital security and force censorship upon them; whereas such attacks may include compromising journalists’ accounts , locking them out of their accounts , subjecting them to intrusive malware , targeting them with hateful and violent content and gathering and publishing personal information about them online; whereas surveillance and digital threats are having a negative impact on press freedom worldwide and limit journalists’ ability to investigate and report; ### h. whereas technological innovation has increased the capacity of individuals , governments and other bodies to spy on journalists , compromise their digital security and force censorship upon them; whereas such attacks may include compromising journalists’ accounts , locking them out of their accounts , subjecting them to intrusive malware , targeting them with hateful and violent content and gathering and publishing personal information about them online; whereas targeted surveillance of journalists and the use of spyware against them , as well as other and digital threats , impacts journalists in a very personal way violating their right to privacy , right to freedom of expression , and freedom of thought , impairs journalists’ , activists’ and politicians’ right to freedom of association and are having a negative impact on press freedom worldwide , limiting journalists’ ability to investigate and report; whereas the united nations' general assembly and human rights council have affirmed that the rights protecting the free and safe practice of journalism offline also apply online; whereas the overriding problem is not one of gaps in international law but of failures in compliance and implementation by member states rooted in a lack of political will;


### 14. insists on enhancing collaboration between online platforms and law enforcement authorities so as to effectively address the spread of messages that incite hatred or instigate violence towards journalists and media workers , taking into account the fact that women are particularly targeted; stresses the importance of promptly removing online comments or reactions that undermine the safety of journalists in order to curb their uncontrolled spread; ### 14. insists on enhancing collaboration between online platforms and law enforcement authorities so as to effectively address the spread of messages that incite hatred or instigate violence towards journalists and media workers , taking into account the fact that discrimination faced by journalists is often manifested in relation to their gender , race , ethnicity , religion , belief , age , class , and sexual orientation or gender identity and some categories , such as women , lgbtiq+ persons , ethnic or regligious minorities , are particularly targeted; stresses the importance of promptly removing online comments or reactions that undermine the safety of journalists in order to curb their uncontrolled spread;


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


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


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


### 2. considers that improving domestic resource mobilisation , protecting and increasing domestic expenditure on education , and improving the quality of this expenditure is essential in national recovery plans worldwide; insists , in this context , on ensuring equitable allocation and financing so that marginalised children and young people are not left behind; ### 2. considers that improving domestic resource mobilisation , protecting and strongly increasing domestic expenditure on education , and improving the quality of this expenditure is essential in national recovery plans worldwide; insists , in this context , on ensuring equitable allocation and financing so that marginalised children and young people are not left behind;


### 2. takes note of the fact that africa’s population will double by 2050 and that a majority of the current population is under the age of 25; underlines that young people are the most valuable assets for africa to boost the continent’s economic development; ### 2. takes note of the fact that africa’s population will double by 2050 and that a majority of the current population is under the age of 25; underlines that young people are the most valuable assets for africa to boost the continent’s economic development and , therefore , regrets that less than 10% of africa's population under the age of 25 is enrolled in some form of postsecondary education; stresses the need to provide scholarships programmes in low and low-middle income countries;


### 2. takes note of the fact that africa’s population will double by 2050 and that a majority of the current population is under the age of 25; underlines that young people are the most valuable assets for africa to boost the continent’s economic development; ### 2. takes note of the fact that africa’s population will double by 2050 and that a majority of the current population is under the age of 25; underlines that young people are the most valuable assets for africa to boost the continent’s economic development; the exploding youth population of africa requires first and foremost the support of quality education and advancement of vocational skills training to increase mobility and access to markets and rights;


### 3. calls on the member states to increase their contributions to the un covax programme to ensure access to covid-19 vaccines for third countries in order to allow them to put national covid-19 vaccination campaigns in place that are in line with the guidelines set by competent national public health authorities and the world health organization , so as to ensure a speedy return to schools; ### 3. calls on the member states to increase their contributions to and the overall efficiency of the un covax programme to ensure access to covid-19 vaccines for third countries in order to allow them to put national covid-19 vaccination campaigns in place that are in line with the guidelines set by competent national public health authorities and the world health organization , so as to ensure a speedy return to schools;


### 3. emphasises that the covid-19 pandemic has amplified the existing vulnerabilities in social services in africa , in particular in the field of education; ### 3. emphasises that the covid-19 pandemic has amplified the existing vulnerabilities in social services in africa , in particular in the field of education and has highlighted the need to expand the concept of education , and to build back equitable , quality school-based health and nutrition services; calls on the eu to work with partner countries to increase the resilience of their school systems in face of emergency crises , especially with regard to ensuring that all children can access online education when needed;


### 3. emphasises that the covid-19 pandemic has amplified the existing vulnerabilities in social services in africa , in particular in the field of education; ### 3. stresses that investing in education is a prerequisite for building a sustainable future and emphasises that the covid-19 pandemic has amplified the existing vulnerabilities in social services in africa , in particular in the field of education;


### 4. acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to empower young people and to support sustainable economic growth in africa , and that in the long term , it indirectly paves the way to eradicating poverty; ### 4. acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to empower young people and to support sustainable economic growth in africa , and that in the long term , it indirectly paves the way to eradicating poverty but for that teaching and learning skills and competences that respond to the needs of local economies and life in the 21st century are essential:


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


### 5. underlines that access to quality education for all must be ensured regardless of socio-economic status , cultural background , religion and the rural-urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage; ### 5. stresses that the rapid transformations in educational methods as a result of the closure of schools and the implementation of distance learning has revealed not only the digital divide , but has also exacerbated the pre-existing social divide; underlines that access to quality education for all must be ensured regardless of socio-economic status , cultural background , religion and the rural-urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage; points out the need to engage with partner countries to put gender equality at the heart of their national education plans; stresses the importance of tackling barriers that prevent girls from effectively accessing education , such as the lack of water , sanitation and hygiene (wash) facilities within schools;


### 5. underlines that access to quality education for all must be ensured regardless of socio-economic status , cultural background , religion and the rural-urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage; ### 5. underlines that access to quality education for all must be ensured regardless of socio-economic status , cultural background , religion and the rural-urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage; therefore projects shall focus on empowering girls , teaching displaced or underprivileged children and upgrading education both in overcrowded slums and isolated rural communities;


### 6. notes that the covid-19 pandemic has aggravated education funding gaps , adding up to one third to the annual funding gap and reaching usd 200 billion1 ; ### 6. notes that the covid-19 pandemic has aggravated education funding gaps , adding up to one third to the annual funding gap and reaching usd 200 billion1 ; calls on the eu to increase funding for education and to engage with other donors to increase their share of oda directed towards education; calls on the eu to engage in political dialogues with low and low-middle income partner countries to expand their tax base , establish a progressive tax base system , tackle illicit financial flows and tax avoidance , and provide all technical necessary means that are needed to achieve these goals; stresses the importance of debt relief , including cancellation , to enable low and low-middle income countries to spend more funds on education;


### 6. notes that the covid-19 pandemic has aggravated education funding gaps , adding up to one third to the annual funding gap and reaching usd 200 billion1 ; ### 6. notes that the covid-19 pandemic has aggravated education funding gaps , adding up to one third to the annual funding gap and reaching usd 200 billion1 , and that the loss of income and school dropouts became more frequent , which has significantly increased the risk of child marriage , radicalization and illegal migration;


### b. whereas access to education is a fundamental human right; ### b. whereas access to education is a fundamental human right indispensable for the exercise of other human rights;


### c. whereas since march 2020 , around 194 countries have closed schools nationwide because of the covid-19 pandemic , impacting more than 1.8 billion school learners globally and cutting off their access to education and to other vital benefits that schools provide; whereas one third of children globally do not have access to the internet; ### c. whereas since march 2020 , around 194 countries have been forced to close schools nationwide because of the covid-19 pandemic , impacting more than 1.8 billion school learners globally and cutting off their access to education and to other vital benefits that schools provide; whereas one third of children globally do not have access to the internet;


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


### k. whereas the world bank estimates that a global school shutdown of five months could generate learning losses that have a present value of usd 10 trillion; whereas loss of learning may cost economies up to usd 161 million per day; ### k. whereas on top of the enormous social costs , the world bank estimates that a global school shutdown of five months could generate learning losses that have a present value of usd 10 trillion; whereas loss of learning may cost economies up to usd 161 million per day;


### 7. calls on the commission , the eeas and the member states to support the authorities of third countries in proactively issuing guidance on best practices in remote learning , and in ensuring that appropriate and safe tools , curricula and technology are used and are made accessible to children from low-income families , marginalised children and children with disabilities or learning difficulties , children in alternative care , and children living in remote areas or in environments where they are deprived of liberty or where internet access is not ubiquitous; reiterates the importance of digital learning as a great equaliser that enables educational institutions to reach all children at speed and scale , while at the same time fostering partnerships and working with a wide range of actors from civil society as well as the public and private sectors; ### 7. calls on the commission , the eeas and the member states to support the authorities of third countries in proactively issuing guidance on best practices in remote learning , and in ensuring that appropriate and safe tools , curricula and technology are used and are made accessible to children from low-income families , marginalised children and children with disabilities or learning difficulties , children in alternative care , and children living in remote areas or in environments where they are deprived of liberty or where internet access is not ubiquitous; highlights the importance of digital learning as a great equaliser that enables educational institutions to reach all children at speed and scale , while at the same time fostering partnerships and working with a wide range of actors from civil society as well as the public and private sectors and reiterates the importance of making digital learning accessible and available to the highest number of children , especially those living in remote areas with limited access to the internet;


### 7. considers that in the context of the recovery from the covid-19 pandemic , particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant to the job market; ### 7. considers that in the context of the recovery from the covid-19 pandemic , appropriate preparation and resource support for teachers and education systems are needed , and particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant to the job market and to ensure that gender expertise is mobilized at all levels of the education sector response;


### 7. considers that in the context of the recovery from the covid-19 pandemic , particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant to the job market; ### 7. considers that in the context of the recovery from the covid-19 pandemic , particular efforts must be undertaken to provide children with inclusive quality education locally , rather than at distant schools and to invest in well-trained teachers in order to equip children with skills which are relevant to the job market;


### 8. calls on the commission and the eeas to maintain robust funding for education through all eu financial instruments available , in line with the 10 % benchmark on education in the global europe instrument , in order to increase resilience to ongoing and future crises; ### 8. calls on the commission and the eeas to maintain robust funding for education through all eu financial instruments available , in line with the 10 % benchmark on education in the global europe instrument and make more funding available in order to increase resilience to ongoing and future crises;


### 8. calls on the commission to establish a road map to provide technical assistance in the education sector , together with member states , to developing partner countries in order to draw up proper national regulations and strategies , and to share best practices in this context; ### 8. calls on the commission to establish a road map to provide technical assistance in the education sector , together with member states , to developing partner countries in order to draw up proper national regulations and strategies to transform education systems , prioritize resilience , and to share best practices in this context; stresses the need to allocate funding resources to the countries most in need and to increase the share of investment in basic and pre-primary education in low income countries , in line with sdg 4;


### 8. calls on the commission to establish a road map to provide technical assistance in the education sector , together with member states , to developing partner countries in order to draw up proper national regulations and strategies , and to share best practices in this context; ### 8. calls on the commission to establish a road map to provide technical assistance in the education sector , together with member states , to developing partner countries in order to draw up proper national regulations and strategies , to establish effective data collection and management systems that allow proper policy implementation , and to share best practices in this context;


### 9. calls on the commission to take the absorption capacities of partner countries into account in the context of increased funding for education; emphasises the need to engage with reliable local partners , particularly with local faith-based organisations , in the implementation of education funding. ### 9. calls on the commission to take the absorption capacities of partner countries into account in the context of increased funding for education to ensure the continuity of education and the return of all learners when schools reopen; emphasises the need to engage with reliable local partners in the programme design and implementation of education funding and to address cross-cutting health , social and education issues that impact on continuity of learning and return to school;


### 10. calls on the commission and the eeas to support the governments of third countries in building stronger gender-responsive education systems; ### 10. calls on the commission and the eeas to support the governments of third countries in building stronger gender-responsive and inclusive education systems;


### b. whereas the ultimate goal is building a bottom-up european education area with common european policy objectives , requiring existing obstacles to be removed , european tools to be utilised and supporting policies at national and european levels to be developed; ### b. whereas the ultimate goal is building a bottom-up european education area with common european policy objectives , requiring existing obstacles to be removed , european tools to be utilised and supporting policies at national and european levels to be developed , designed with the future of the planet in mind and encompassing the key roles to be played by education systems in addressing the climate crisis and enabling a successful digital transformation and green transition;