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


### c. whereas citizenship education must be understood as multilevel , encompassing local , regional , national , european and global citizenship; ### c. whereas citizenship education must be understood as multilevel , encompassing local , regional , national , european and global citizenship and cross-sectoral , benefitting from mutual cooperation between formal , non-formal and informal education;


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


### d. whereas sociopolitical changes observed in member states , ranging from social polarisation and low institutional trust to democratic backsliding , the erosion of the rule of law , exclusionary nationalism and the instrumentalisation of euroscepticism for political purposes , along with the rise of extremist movements and authoritarianism , may pose a serious threat to european democracies and destabilise the eu as a whole; whereas strengthening citizenship education in formal , non-formal , informal and lifelong-learning education could play an important role in countering this trend; ### 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 and informal , by means of a lifelong-learning approach to participatory pedagogy 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; ### e. whereas the emergence of a dynamic european citizenship has been hindered by a knowledge and emotional gap; as well as a lack of mechanisms enabling citizen’s participation and dialogue; whereas european identity complements the multiple local , national , geographical , cultural or other identities a person might have; whereas insufficient knowledge about the eu and poor understanding of its added value may contribute to the perception of a democratic deficit and may lead to euroscepticism in member states;


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


### 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 definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge , skills , competences and care; considers that , as a minimum , citizenship education should provide a theoretical understanding of the political , legal , social and economic concepts and structures including those pertaining to the european level , as well as global developments and sustainability commensurate with the level of education and training , coupled with practical experiences;


### 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 definition of citizenship education; believes that teaching citizenship education involves a combination of knowledge , skills , competences , attitudes , values and care;


### 2. is concerned about the limited focus on european and global citizenship in national curricula; ### 2. is concerned about the limited focus on european and global citizenship in national curricula; notes with concern that only half of students studying in the eu report having opportunities to learn about europe in school; highlights that students' support for cooperation among european countries was positively associated with higher levels of civic knowledge; deplores the increasing tension between the national and european level in some member states’ curricula; warns against the politicisation of citizenship education and the ensuing shifts in the delivery of citizenship education following government changes;


### 3. underlines that sociopolitical and global changes will require an increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within member states; ### 3. underlines that sociopolitical and global changes will require an increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within member states; notes that students living in rural areas face additional barriers when engaging with citizenship education programmes; affirms that that every single student must have access to high quality citizenship education; is concerned that male students score significantly below their female counterparts;


### 3. underlines that sociopolitical and global changes will require an increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within member states; ### 3. underlines that sociopolitical and global changes will require a substantial increase in the current level of citizenship education; is concerned about the imbalances in terms of average civic knowledge across and within member states;


### 4. points out that while some aspects of citizenship education are present in most national curricula , there are strong differences across member states; recalls that initial and continuous teacher training must be a priority in the field of citizenship education; ### 4. points out that while some aspects of citizenship education are present in most national curricula , there are strong differences across member states in terms of the education levels at which it is taught , total hours devoted to the subject , contents and methodologies; notes that only some member states have structured assessments , objectives , pedagogical orientations or specific training for teachers; notes that even when these elements are present , there is a gap between the national programmes and its effective implementation in schools; recalls that initial and continuous teacher training must be a priority in the field of citizenship education and in particular as regards to european and global citizenship education;


### 4. points out that while some aspects of citizenship education are present in most national curricula , there are strong differences across member states; recalls that initial and continuous teacher training must be a priority in the field of citizenship education; ### 4. points out that while some aspects of citizenship education are present in most national curricula , there are strong differences across and within member states; recalls that the quality of teachers has the strongest impact on effective learning , therefore initial and continuous teacher training for all teachers irrespective of subject specialisation must be a priority in the field of citizenship education;


### 5. decries the lack of attention to citizenship education in initial vocational education and training; ### 5. decries the lack of attention to citizenship education in initial vocational education and training and adult education , as well as the lack of emphasis placed on the value of intergenerational learning contexts that facilitate bilateral dialogue amongst older and younger generations;


### 6. recalls the crucial pedagogical role of non-formal and informal learning , including youth work , volunteering and sport , in developing social and civic skills , competences and behaviours , and in shaping responsible and active european citizens; ### 6. recalls the crucial pedagogical role of non-formal and informal learning , including youth work , volunteering and sport , in developing social and civic skills , competences and behaviours , and in shaping responsible and active european citizens , as well as the need to not solely understand education and learning as a tool to serve the labour market but to acknowledge its full potential to serve and prepare the european citizens for the challenges ahead;


### 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 , the supervision of youth activities , volunteering , mentoring and sport , in developing social and civic skills , competences and behaviours , and in shaping responsible and active european citizens;


### 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. 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 , actions , 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. regrets that eu programmes such as erasmus + , horizon europe , the european solidarity corps , the rights & values , or creative europe , among others , have not been able to provide substantial and effective support for eu and global citizenship education;


### 12. is concerned about the lack of effective action by the commission regarding the advancement of ‘active citizenship’ , which is a key competence of citizenship education , while other basic competences are reflected in the et 2020 benchmarks or are supported by dedicated competence frameworks to facilitate teaching and uptake at national level; ### 12. is concerned about the lack of effective action by the commission regarding the advancement of the key competence for lifelong learning 2018 framework "citizenship competence" , while other basic competences are reflected in the et 2020 benchmarks or are supported by dedicated competence frameworks to facilitate teaching and uptake at national 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 curricula and national assessments in citizenship education that integrate all relevant aspects of the subject area in line with european reference framework for democratic culture of the council of europe and the european reference framework of key competences for lifelong learning , in particular with regards to social and civic competences;


### 13. considers that in the post-et 2020 cooperation framework , attention should be focused on developing curricula and national assessments in citizenship education that integrate all relevant aspects of the subject area; ### 13. considers that in the post-et 2020 cooperation framework , attention should be focused on developing curricula and national assessments in citizenship education that integrate all relevant aspects of the subject area and encourages the inclusion of informal and non-formal education providers in its coordination and facilitation;


### 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. calls for the development of concrete objectives and benchmarks on citizenship education in the european education area enabling framework , including european citizenship education; further calls , in this regard , for specific objectives and benchmarks on inclusion of disadvantaged learners;


### 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. calls for the development of concrete objectives and benchmarks on citizenship education in the european education area enabling framework , including european citizenship education and under a lifelong learning perspective starting from early childhood;


### 15. underlines the need for a more structured approach towards the identification and dissemination of the results of citizenship education projects from eu programmes; ### 15. underlines the need for a more structured approach towards the identification and dissemination of the results of citizenship education projects from eu programmes , notably erasmus plus , horizon europe , europe for citizens and the citizens , equality , rights and values programme , creative europe and the european solidarity corps in order to scale up results across the union; considers to this end the need to establish a permanent review and analysis mechanism at eu level to identify good practices which can be disseminated and scaled-up widely to contribute to systemic and long-lasting policy changes;


### 16. highlights the need to decisively advance the research on how to best teach and assess citizenship education , taking into account new systemic and contextual changes; ### 16. highlights the need to decisively advance the research on how to best teach and assess citizenship education , taking into account new systemic and contextual changes; underlines the importance to this end of ka2 , ka3 , jean monnet actions and horizon europe; welcomes the greater focus of ka2 to ‘common values , civic engagement and participation’ in the erasmus + 2021-2027; asks for dedicated calls on citizenship education in all above mentioned actions and programmes;


### 16. highlights the need to decisively advance the research on how to best teach and assess citizenship education , taking into account new systemic and contextual changes; ### 16. highlights the need to decisively advance the research and monitoring of the implementation of citizenship education and the methods of teaching citizenship education to accrue sufficient and updated comparative data from all member states , taking into account new systemic and contextual changes and responding to the need for cross-sectoral approaches involving formal , non-formal and informal learning opportunities;


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


### 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 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 – such as human dignity , democracy , the rule of law , human rights , equality , tolerance and the respect of diversities - with the aim of enhancing citizens’ understanding of the eu institutions and decision-making process and of eu policies , raising awareness of the benefits , rights and obligations of eu citizenship , advancing knowledge of the european integration process , how to actively participate in the eu’s democratic processes and of reinforcing a common sense of belonging;


### 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 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 - such as human dignity , democracy , the rule of law , human rights , equality , tolerance , the respect of diversities and freedom of conscience;


### 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 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 and fundamental rights;


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


### 19. calls for coordination across eu programmes to be reinforced in order to increase the systemic impact of citizenship education; ### 19. calls for mainstreaming of citizenship education across eu programmes and to reinforce synergies across eu programmes to increase the systemic impact of citizenship education;


### 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 and global civic education for its voluntary adoption by the member states , in full respect of treaty provisions; in particular article 165 tfeu , developed jointly with member states’ experts , teachers , students , and the wider educational community , and accompanied by incentive measures for its uptake; 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 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 history of european integration , organisation and structure 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 , adapted to the needs of learners;


### 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 and global civic education; believes that said common demonstrative curricula should foster a better understanding of the existing eu institutions , the european electoral and decision-making processes , including means of citizens participating in the democratic life of the eu , as well as the history and cultures of member states and the common links between them , combining different pedagogical approaches and methods , including theoretical and project-based learning;


### 21. calls for the establishment of a new eu agency on citizenship education to improve accessibility to and the quality of citizenship education in all member states and to support the development of a european dimension in citizenship education; ### 21. calls for the establishment of a new eu agency , unit or task force on citizenship education , with the participation of specialists from all member states , 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; believes it could be an opportunity to increase the support to and coordination of member states’ citizenship education actions and their implementation , to give strategic orientation for the development of national structures and curricula of citizenship education and to set minimum common standards in terms of content and methodology in citizenship and civic education across the union;


### 21. calls for the establishment of a new eu agency on citizenship education to improve accessibility to and the quality of citizenship education in all member states and to support the development of a european dimension in citizenship education; ### 21. calls for the 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; considers that said agency should be in charge of data collection , and of evaluating the impact of citizenship education actions financed by the union , in view of upscaling those most successful and allowing the commission to identify tested initiatives in order to propose legislative acts in this field;


### 21. calls for the establishment of a new eu agency on citizenship education to improve accessibility to and the quality of citizenship education in all member states and to support the development of a european dimension in citizenship education; ### 21. calls for the establishment of a new eu agency on citizenship education to improve accessibility to and the quality of citizenship education as well as to improve the opportunities for citizenship education training for education professionals in all member states and to support the development of a european dimension in citizenship education; believes that said agency should encourage cross-national exchange and dissemination of innovative methods for incorporating a european dimension of citizenship education;


### 22. considers the conference on the future of europe a timely opportunity to hold a multilevel discussion on policy development in the area of education and culture; calls on the member states and the commission to embrace and take forward the concluding reports of the conference’s working group on education , culture , youth and sport; ### 22. considers the conference on the future of europe a timely opportunity to hold a multilevel discussion on policy development in the area of education and culture; believes that shared competences in the field of education should be introduced , while the exercise of that competence by the eu shall not result in member states being prevented from exercising theirs; calls on the member states and the commission to embrace and take forward the concluding reports of the conference’s working group on education , culture , youth and sport;


### 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) have played a decisive role in shaping the eu’s and member states’ cultural policies , both in their national and international dimension;


### b. whereas the 2018 european year of cultural heritage promoted culture and cultural heritage; ### b. whereas the 2018 european year of cultural heritage promoted culture and cultural heritage as "a shared source of remembrance , understanding , identity , dialogue , cohesion and creativity for europe"; whereas the general objectives of the year were to “encourage and support the efforts of the union , the member states and regional and local authorities , in cooperation with the cultural heritage sector and broader civil society , to protect , safeguard , reuse , enhance , valorise and promote europe's cultural heritage" 1a;


### 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; whereas site-based activities have been heavily affected by lockdowns , travel restrictions and other necessary sanitary measures , while sectors with a stronger digital capacity were in a better position to face the crisis;


### 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 human development and a driver of sustainable development and an integral component of its social , economic and environmental dimensions; recalls that culture can create jobs , stimulate growth and foster 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;


### 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 develop innovative ideas and concrete projects , finance cultural relations and facilitate networks; welcomes the establishment of focal points in the eu delegations to that effect; calls on the eeas and commission to further strengthen their role with the objective to better coordinate eu’s cultural outreach and cooperation in partner countries , aligned with eu’s foreign policy objectives; calls on the eeas and commission to enhance the specific skills of the focal points needed to perform their duties at the highest level;


### 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); recalls that the eu-cariforum economic partnership agreement includes a separate protocol on cultural cooperation , which contains provisions on cultural exchanges and dialogue;


### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors and academia in third countries; ### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors and academia in third countries; calls on the eeas and commission to consider the feasibility of introducing a dedicated chapter for international cultural relations in the neighbourhood , development and international cooperation instrument – global europe;


### 4. emphasises that the protection , conservation and restoration of cultural heritage is an essential factor in ensuring its transmission to future generations; recalls that restoring cultural works and artefacts promotes the respect and mutual understanding of the value of different cultures , but also promotes peace , reconciliation and dialogue; encourages the eu and its member states to facilitate dialogue and share best practices on the protection , conservation and restoration of cultural heritage in the framework of the ndici – global europe regulation. ### 4. emphasises that the protection , conservation and restoration of cultural heritage is an essential factor in ensuring its transmission to future generations; recalls that restoring cultural works and artefacts promotes the respect and mutual understanding of the value of different cultures , but also promotes peace , reconciliation and dialogue; encourages the eu and its member states to facilitate dialogue and share best practices on the protection , conservation and restoration of cultural heritage in the framework of the ndici – global europe regulation. underlines the unique role of indigenous peoples and their importance in implementing climate change mitigation and adaptation measures , owing to their knowledge , traditional activities and complex cultural relationships with marine and coastal living and ecosystems.


### 4. emphasises that the protection , conservation and restoration of cultural heritage is an essential factor in ensuring its transmission to future generations; recalls that restoring cultural works and artefacts promotes the respect and mutual understanding of the value of different cultures , but also promotes peace , reconciliation and dialogue; encourages the eu and its member states to facilitate dialogue and share best practices on the protection , conservation and restoration of cultural heritage in the framework of the ndici – global europe regulation. ### 4. emphasises that the protection , conservation and restoration of cultural heritage is an essential factor in ensuring its transmission to future generations , in particular for young people; recalls that restoring cultural works and artefacts promotes the respect and mutual understanding of the value of different cultures , but also promotes peace , reconciliation and dialogue; encourages the eu and its member states to facilitate dialogue and share best practices on the protection , conservation and restoration of cultural heritage in the framework of the ndici – global europe regulation.


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


### 2. notes with regret that there has been a rise in violence towards journalists and media professionals , which is increasingly happening in countries officially at peace and is creating a general sense of insecurity; deplores that 57 journalists have been killed in 20221 , 78 journalists are being held hostage and 478 journalists are currently imprisoned2 ; demands that all detained journalists be released immediately; ### 2. notes that ensuring the safety of journalists is the precondition for effective media freedom. regrettably , 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. recalls the fact that democracy cannot function without available and accessible trustworthy information; underlines that protecting journalists and securing democratic culture and values means protecting journalists’ independence , safeguarding freedom of expression , ensuring media diversity and preserving the fundamental right of any citizen to be informed; ### 2. recalls the fact that democracy cannot function without available and accessible trustworthy information both online and offline; stresses the importance of protecting journalists’ independence , safeguarding freedom of expression , ensuring media diversity and preserving the fundamental right of any citizen to be informed;


### 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 journalists that expose human rights violations by performing their role in democracies and in the protection of rule of law through the collection of reliable and relevant information , thereby revealing state repression , corruption , criminal networks and human rights abuses , which ensures the necessary checks and balances to hold those responsible for violations , including persons in power , to account; highlights 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. 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; notes that ensuring media freedom should be included in all eu partnerships programs with third world countries , either through the bilateral agreements of as a part of regional development partnerships;


### 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 has a negative impact on the practice of journalism , in particular when it comes to political , investigative and cross-border journalism; underlines the importance of the promotion of training and awareness raising actions on the prevention of violence against journalists in the exercise of their work on all levels of society and within governments;


### 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 , reprisal or harassment;


### 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; invites the commission to support , strengthen and monitor media freedom outside of the eu , as it is outlined in the european democracy action plan , increase the scope and reach of the eu protect defenders mechanism3c and use targeted sanctions or suspend agreements in the event of persistent and systematic violation of media freedom;


### 7. recalls the need to pay particular attention to satire and humour , which are used by press cartoonists to promote democratic values , defend human rights and fundamental freedoms and protest against crime , corruption and abuses of power , and which are used in evidencing and combating censorship; ### 7. recalls the need to pay particular attention to satire and humour , which are used by press cartoonists to promote democratic values , such as freedom of speech and expression and to defend human rights and fundamental freedoms and to protest against crime , corruption and abuses of power , and which are used in evidencing and combating censorship; recalls the right to freedom of expression and opinion of cartoonists;


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


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


### d. whereas professional journalists have a mission to provide the public with information on general or specialised topics of interest as responsibly and as objectively as possible; whereas it is important to consider the societal role played by all media workers and support staff , as well as community media workers and so-called citizen journalists; ### d. whereas journalists have a mission to provide the public with information on general or specialised topics of interest as responsibly and as objectively as possible; whereas it is important to consider the societal role played by all media workers and support staff , as well as community media workers and so-called citizen journalists;


### i. whereas according to the committee to protect journalists , in 2022 , 66 journalists were killed and 64 were reported missing; ### i. whereas according to the committee to protect journalists , in 2022 , 66 journalists were killed and 64 were reported missing; whereas the unesco 2021-2022 freedom of expression report released on 17 january 2023 notes the deaths of 86 journalists last year , amounting to one every four days , up from 55 killings in 2021;


### j. whereas the safety of journalists is crucial to guarantee their ability to do their job properly; ### j. whereas the safety of journalists is crucial to guarantee their ability to do their job properly; whereas robust international measures to protect journalists and address impunity for crimes against journalists are lacking; whereas the ohchr calls for the establishment of an international taskforce on the prevention , investigation and prosecution of attacks on journalists;


### k. whereas the covid-19 crisis has highlighted the essential role played by journalists in providing citizens with reliable and verified information; whereas greater effort must therefore be made to ensure safe and suitable working conditions for journalists and media workers; ### k. whereas the covid-19 crisis has highlighted the essential role played by journalists in providing citizens with reliable and verified information; whereas greater effort must therefore be made to ensure safe and suitable working conditions for journalists and media workers; whereas certain governments have unjustly used covid-19 restrictions as a method to illegitimately restrict the work of journalists , especially with regards to their reporting on human rights violations;


### l. whereas fact-checking is a specific journalistic activity that involves verifying facts or challenging official narratives; whereas fact checkers operate in a world in which the circulation of information is extensive and in which algorithms polarise debates , which therefore exposes fact checkers to online attacks , pressure from public authorities and abusive legal proceedings; ### l. whereas fact-checking is a specific journalistic activity that involves verifying facts or challenging official narratives , with the goal of tackling disinformation or revealing misinformation both off- and online; whereas fact checkers operate in a world in which the circulation of information is extensive and in which algorithms polarise debates; whereas this has the risk of exposing fact checkers to online attacks , threats , harassment , pressure from public authorities and abusive legal proceedings;


### o. whereas the killing and imprisonment of journalists , cartoonists , bloggers and media workers continue to be a widespread phenomenon , as does impunity for these actions; whereas online spaces are increasingly becoming a hostile environment and violence against female journalists has been intensifying; ### o. whereas attacks , intimidations against , killing and imprisonment of journalists , cartoonists , bloggers and media workers continue to be a widespread phenomenon , as does impunity for these actions; whereas online spaces are increasingly becoming a hostile environment and hate speech and violence against , most notably , female journalists has been intensifying; whereas these crimes limit the ability of the public to receive correct information and ideas and therefore impact their right to information and their ability to exercise their right to freedom of speech , freedom of expression and political participation;


### q. whereas media capture , a lack of institutional transparency , hate speech and disinformation are increasingly being exploited for political purposes to intensify social polarisation; ### q. whereas media capture , a lack of institutional transparency , hate speech and disinformation are increasingly being exploited for political purposes to intensify social polarisation , most notably by anti-democratic political movements and actors;


### s. whereas female journalists face gender-specific forms of violence , such as sexual and online harassment; whereas online harassment and abuse are often highly sexualised , based not on the content of victims’ work , but on their physical traits , cultural backgrounds or private lives; whereas these threats may lead female journalists to self-censor and have a chilling effect on press freedom and freedom of expression; whereas experts have consistently found evidence that women are in the minority across media sectors , particularly in creative roles , and are severely underrepresented at senior decision-making levels; ### s. whereas female journalists face gender-specific forms of violence , such as sexual and online harassment; whereas online harassment and abuse are often highly sexualised , based not on the content of victims’ work , but on their physical traits , cultural backgrounds or private lives; whereas these threats may lead female journalists to self-censor and have a chilling effect on press freedom and freedom of expression; whereas experts have consistently found evidence that women are in the minority across media sectors , particularly in creative roles , and are severely underrepresented at senior decision-making levels; whereas several countries discourage or even ban women from pursuing carriers in journalism;


### 10. condemns , in the strongest possible terms , the attempts by public authorities to silence independent media or undermine their freedom and pluralism; warns against practices that indirectly subdue such media by means of financial patronage and condemns , in particular , attempts to control media public service; ### 10. condemns , in the strongest possible terms , the attempts by public authorities to silence independent media or undermine their freedom and pluralism; warns against practices that indirectly subdue such media by means of financial patronage and condemns , in particular , attempts to control media public service; calls on governments to effectively counter abuse and to not misuse protective measures to prevent freedom of expression and not to enable censorship; recommends that governments allow freedom of social and political dialogue and critique , rather than blocking communication websites and social media without a legal premise;


### 13. invites the eu institutions to promote the use of media literacy as a tool to support citizens’ and societies’ broader understanding of the societal role of journalism and to promote exchange programmes for journalists; considers that strengthening journalism is essential to prevent disinformation , polarisation and violence; ### 13. invites the eu institutions to promote the use of media literacy as a tool to support citizens’ and societies’ broader understanding of the societal role of journalism and to promote exchange programmes for journalists; calls , in particular , for the promotion of programmes and policies aimed at fostering media and news literacy for journalists and media actors throughout the eu and abroad; considers that strengthening journalism is essential to prevent disinformation , polarisation and violence and can strengthen democracies by enabling political participation;


### 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 women are particularly targeted; stresses the importance of promptly removing online comments or reactions , by the platform on which these comments are posted , that harass journalists , incite to violence and hatred and that clearly undermine the safety of journalists;


### 15. calls on the eu delegations to apply the eu human rights guidelines on freedom of expression online and offline in a uniform and consistent manner as they pertain to protecting journalists and defending press freedom; strongly encourage the eeas to undertake all efforts to promote , harness and share examples of good practices , especially with eu officials prior to assignments in third countries; ### 15. calls on the eu to apply the eu human rights guidelines on freedom of expression online and offline in a robust , uniform and consistent manner as they pertain to protecting journalists and defending press freedom; strongly encourage the eeas and its delegations to undertake all efforts to promote , harness and share examples of good practices , especially with eu officials prior to assignments in third countries;


### 16. calls on the commission and the eeas to always weigh the option of voiced public action against silent diplomacy; highlights the importance of building civil society’s understanding of the eu delegations’ modus operandi; encourages , in this regard , the eu delegations to make , to the extent possible , more public statements , both pre-emptively and in response to serious violations of or restrictions on the right to the freedom of opinion and expression; ### 16. calls on the commission and the eeas to always weigh the option of voiced public action against silent diplomacy; highlights the importance of increasing the understanding of civil society on the eu delegations’ modus operandi when it comes to the practice of journalism and freedom of speech and expression; encourages , in this regard , the eu delegations to make , to the extent possible , more public statements , both pre-emptively and in response to serious violations of or restrictions on the right to the freedom of opinion and expression in the world;


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


### 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 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 , effective administrative and visible moral support to journalists at risk of harassment , prosecution or injury; recommends the establishment of a point of contact for journalists to seek protection and support; recommends that this point of contact is free of charge , easily accessible for journalists (and , when needed , their families) and operate in a transparent manner;


### 21. calls on the commission and the eeas to ensure that eu funding programmes are known and accessible to local csos active on journalist safety and freedom of expression and , when appropriate , to encourage and support them to apply to such programmes and to play a lead role in shaping and implementing relevant projects; underlines the need to ensure a balance between eu funding for projects to promote journalist safety and to support media development , in line with the ndici’s thematic programme on human rights and democracy and its multiannual indicative programming and related indicators; reiterates its call to simplify the application process in order to making it less bureaucratic; ### 21. calls on the commission and the eeas to ensure that eu funding programmes are known and accessible to local csos active on journalist safety and freedom of expression and , when appropriate , to encourage and support them to apply to such programmes and to play a lead role in shaping and implementing relevant projects; underlines the need to ensure a balance between eu funding for projects to promote journalist safety and to support media development , in line with the ndici’s thematic programme on human rights and democracy and its multiannual indicative programming and related indicators; reiterates its call to simplify the application process in order to make it less bureaucratic;


### 22. strongly encourages increasing support for funding programmes , statements and public events aimed at enhancing protection mechanisms of the un and the inter-american court on human rights in consultation with journalists and csos supporting journalists; ### 22. strongly encourages increasing support for funding programmes , statements and public events aimed at enhancing protection mechanisms of the un and the inter-american court on human rights in consultation with journalists and csos supporting journalists; stresses that some crimes against journalists and media workers should be investigated by the international criminal court and calls on the eu and the member states to provide the necessary support for the investigation;


### 1. believes that financial assistance in education is a prerequisite to eliminate poverty and enhance human well-being , especially at a time when public resources are increasingly constrained with competing demands in sectors such as health and education; ### 1. welcomes the unesco paris declaration: 'a global call for investing in the futures of education'1b; urges countries around the world to consider education as an investment rather than an expense; believes that adequate financial assistance in education is a prerequisite to eliminate poverty and enhance human well-being , especially at a time when public resources are increasingly constrained with competing demands in sectors such as health and education; urges the european commission and member states to substantially increase education financing in their international development and assistance strategies;


### 1. stresses the importance of giving every child the opportunity to go back to school and calls on the commission , the european external action service (eeas) and the member states to support the authorities of third countries in prioritising school reopening in their recovery plans , including support for teachers to help children catch up with lost learning and support for children’s wellbeing , as schools are critical for children’s learning , safety , health , nutrition and overall wellbeing; ### 1. stresses the key importance of guaranteeing children's rights to education and giving every child the opportunity to go back to school and calls on the commission , the european external action service (eeas) and the member states to support the authorities of third countries in prioritising school reopening in their recovery plans , including support for teachers to help children catch up with lost learning and support for children’s wellbeing , as schools are critical for children’s learning , safety , health , nutrition and overall wellbeing;


### 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 , the lack of trained professionals , of funding , of the necessary infrastructure and of proper equipment , facilities and learning materials , as well as the lack of stability and security are barriers to quality education in several developing countries;


### 2. stresses the importance of improving cost analysis when selecting and monitoring education projects , of ensuring that projects last long enough to address children’s educational needs , of avoiding excessive administrative burdens for implementing partners , and of addressing long-term sustainability in cash-for-education projects; ### 2. stresses the importance of improving cost analysis when selecting and monitoring education projects , of ensuring that projects last long enough to address children’s educational needs , of avoiding excessive administrative burdens for implementing partners , and of addressing long-term sustainability in cash-for-education projects; calls for increased public-private partnerships in education for children;


### 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 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 impoverished , marginalised children and young people are not left behind;


### 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 developing countries , in particular in the field of education;


### 4. draws attention to the potential of online platforms such as etwinning and teacher academies under erasmus+ in order to empower teachers , even beyond the eu , to help them communicate with their peers , exercise their professionalism and benefit from professional learning opportunities; ### 4. urges to place teachers at the heart of education systems and to promote the teaching profession and its recognition; draws attention to the potential of online platforms such as etwinning and teacher academies under erasmus+ in order to empower teachers , even beyond the eu , to help them communicate with their peers , exercise their professionalism and benefit from professional learning opportunities; calls for increased support for teachers continuous training , especially on digital skills; recalls the importance raising the awareness of teachers and including them in national preventive health measures and vaccination plans; urges to address the challenge of teachers replacement during a pandemic;


### 4. calls on the commission , the eeas and the member states to support the authorities of third countries in implementing ‘safe school’ operations , including providing hygiene supplies and sharing information on handwashing and other hygiene measures; highlights , in this regard , the key role that teachers can play in health promotion; ### 4. calls on the commission , the eeas and the member states to support the authorities of third countries in implementing ‘safe school’ operations , including providing hygiene supplies and sharing information on handwashing and other hygiene measures as well as on maintaining the continuity of nutrition services for school-age children and adolescents; highlights , in this regard , the key role that teachers can play in health promotion;


### 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 developing countries and that in the long term , it indirectly paves the way to help eradicating poverty;


### 5. calls for the acceleration of north-south and south-north knowledge exchanges and mobility at all levels of education , while acknowledging the complex nature of the history of north-south relationships and emphasising the importance of promoting heritage , cultural identity , history and art through education; ### 5. calls for the acceleration of north-south and south-north knowledge exchanges and mobility at all levels of education , while acknowledging the complex nature of the history of north-south relationships and emphasising the importance of promoting heritage , cultural identity , history and art through education; notes the potential of hybrid mobility in that regard;


### 5. calls on the commission , the eeas and the member states to support the authorities of third countries in establishing risk mitigation and management plans through resilience planning; highlights the importance of developing contingency planning and crisis response plans now to reduce the risk of covid-19 transmission in schools and to better anticipate the impact of school closures on children , especially on the poorest and most marginalised children; ### 5. calls on the commission , the eeas and the member states to support the authorities of third countries in establishing education risk mitigation and management plans through resilience planning; highlights the importance of developing contingency planning and crisis response plans now to reduce the risk of covid-19 transmission in schools and to better anticipate the impact of school closures on children , especially on the poorest and most marginalised children;


### 5. 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 , sexual orientation , gender identity , 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;


### 6. stresses the importance of vocational education and training , particularly for children in third countries , to help them find stable work and give them and their families a reason to finish school. ### 6. insists on matching educational systems with labour market needs; stresses the importance of vocational education and training , particularly for children in third countries , to help them find stable work and give them and their families a reason to finish school; calls for the promotion of vet as a path of excellence leading to employment; reiterates the importance of the external dimension of the european education area and subjacent vet area; insists on international mobility and exchanges of best practices in the sector , also to promote intercultural and learning experiences , beyond formal education , both within the eu and with third countries;


### 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 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 in some regions schools are still closed;


### e. whereas well before the covid-19 pandemic , the world was already facing a global learning crisis , with more than half (53 %) of children in low- and middle-income countries unable to read; whereas in low-income countries , the learning crisis is even more acute , with the ‘learning poverty’ rate reaching over 87 % – 90 % in sub-saharan africa; whereas an estimated 617 million children between the ages of 6 and 14 do not have minimum proficiency levels in reading4 ; ### e. whereas well before the covid-19 pandemic , the world was already facing a global learning crisis caused not only by hampered access to education due to poverty , long commute to the nearest school , harmful gender norms , discrimination of vulnerable groups , environmental risks and conflicts , but also by schooling that does not necessarily lead to learning; whereas 617 million children and adolescents worldwide are unable to reach minimum proficiency levels in reading and mathematics , even though two thirds of them are in school;


### f. whereas an estimated additional 825 million children will not reach adulthood with the secondary-level skills they need for work and life by 2030; whereas millions of children and young people who regularly attended schools are not developing the skills they need to get a job , start a business and contribute to their communities; ### f. whereas an estimated additional 825 million children will not reach adulthood with the secondary-level skills they need for work and life by 2030; whereas millions of children and young people who regularly attended schools are not developing the skills they need to successfully enter the labour market and contribute to their communities;


### g. whereas school closures have a large economic impact as they prevent children and youth from developing necessary skills and accessing higher and/or tertiary education , which leads to them entering the labour market upon completion of their education without the required skills , giving rise to learning losses and increases in inequality; ### g. whereas school closures have a large economic impact as they prevent children and youth from reaching their full potential and preparing for life and work , giving rise to learning losses and increases in inequality;


### h. whereas according to un , there are 11 million primary and secondary school learners worldwide – 5.2 million of whom are girls – at risk of not returning to education following covid-19-related school closures5 ; ### h. whereas according to un , there are 11 million primary and secondary school learners worldwide – 5.2 million of whom are girls – at risk of not returning to education following covid-19-related school closures5 ; whereas the longer children are out of school , the greater the risk that they will drop out of education altogether;


### 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 and sexual exploitation; 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 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 forced transactional sex and early and forced marriage; whereas it is estimated that girls 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;


### l. whereas school closures have been essential to limit the spread of covid-19 , in particular to elderly people and other vulnerable people in contact with children and youth; whereas schools are more than places where children can learn , as they also constitute hubs for mental health and psychosocial support; whereas according to unesco and unicef , school closures do not only affect the right to education but also the right to health , with more than 80 million children missing primary vaccinations as a result of school closures; whereas school closures also impact the right to good nutrition as 304 million children have no access to a daily meal when schools are closed; whereas school closures seriously affect children’s mental wellbeing as children can be exposed to violence and stress in the home; ### l. whereas schools are more than places where children can learn , as they also constitute hubs for mental health and psychosocial support; whereas according to unesco and unicef , school closures do not only affect the right to education but also the right to health , with more than 80 million children missing primary vaccinations as a result of school closures; whereas school closures also impact the right to good nutrition as 304 million children have no access to a daily meal when schools are closed; whereas school closures seriously affect children’s mental wellbeing as children can be exposed to violence and stress in the home;


### m. whereas dropping out of school reinforces social inequality and may affect a country’s stability and prosperity; ### m. whereas dropping out of school reinforces social inequality and may affect a country’s stability and prosperity jeopardizing the futures of millions of the world’s poorest children and risking the loss of a whole generation;


### 7. considers that in the context of the recovery from the covid-19 pandemic , particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant to the job market; ### 7. considers that in the context of the recovery from the covid-19 pandemic , particular efforts must be undertaken to invest in well-trained teachers and education infrastructure in order to equip children with skills which are relevant to the job market;


### 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 education systems and in such cases as afghanistan , where taliban does not ensure girls and women rights to education , work and public life , supports that the eu financial support through the authorities be conditional on full respect for fundamental freedoms and human rights;


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


### 14. highlights the importance of preparing and supporting teachers , empowering them to address learning losses among their students and to incorporate digital technology into their teaching; ### 14. highlights the importance of continuous professional development and financial support for teachers , empowering them to address learning losses among their students and to incorporate digital technology into their teaching;


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


### a. whereas the negative consequences of the covid-19 pandemic have disproportionately affected those from racial and ethnic minority communities , highlighting and exacerbating inequalities including in culture , media , education and sport; ### a. whereas the negative consequences of the covid-19 pandemic have disproportionately affected those from racial and ethnic minority communities , highlighting and exacerbating inequalities including in culture , media , education and sport; whereas hate-motivated harassment and hate crimes significantly increased during the outbreak of the covid-19pandemic;


### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities are subjected to harassment , violence and hate speech , both online and offline; whereas racial and ethnic minorities face structural discrimination in the eu in all areas , including housing , healthcare , employment and education; ### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities are subjected to harassment , violence and hate speech , both online and offline; whereas the majority of hate-motivated racist and xenophobic incidents are not reported by the victims; whereas racial and ethnic minorities face structural discrimination in the eu in all areas , including housing , healthcare , employment and education;


### b. whereas according to the eu agency for fundamental rights , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities are subjected to harassment , violence and hate speech , both online and offline; whereas racial and ethnic minorities face structural discrimination in the eu in all areas , including housing , healthcare , employment and education; ### b. whereas according to the eu agency for fundamental rights surveys1a , racial discrimination and harassment remain commonplace throughout the european union; whereas racial and ethnic minorities in particular are too often subjected to harassment , violence and hate speech , both online and offline; whereas racial and ethnic minorities face structural discrimination in the eu in all areas , including housing , healthcare , employment and education;


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


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


### e. whereas access to education and educational attainment is an issue for racialised communities throughout europe; whereas segregation in education remains an issue in certain member states; ### e. whereas schools have an instrumental role in reducing racial stereotyping and prejudice among children; whereas access to education and educational attainment is an issue for racialised communities throughout europe; whereas segregation in education remains an issue in certain member states;


### f. whereas it is important for children and young people to see that they are represented throughout society , including in the classroom and on the media that they use; ### f. whereas it is important for children and young people to see that they are represented throughout society , including in the education received and on the media that they use;


### g. whereas although sport has the power to unite communities , there is a serious issue of racism within sporting organisations across europe; ### g. whereas although sport has the power to unite communities , many sporting organisations across europe encounter challenges related to racism ;


### h. whereas data collection has been proven to be the most effective way to analyse social problems both quantitatively and qualitatively and to develop evidence-based public policy responses; ### h. whereas quality data collection is essential to design , adapt , monitor , and analyse social problems both quantitatively and qualitatively , and to develop evidence-based public policy responses , as well as to benchmark and assess the efficiency of policy responses to those problems;


### h. whereas data collection has been proven to be the most effective way to analyse social problems both quantitatively and qualitatively and to develop evidence-based public policy responses; ### h. whereas data collection has been proven to be among the most effective ways to analyse social problems both quantitatively and qualitatively and to develop evidence-based public policy responses;


### 1. acknowledges the eu anti-racism action plan; welcomes the inclusion of specific sections on education and media; calls on the commission to provide adequate funding and resources to ensure the achievement of the outlined commitments; ### 1. acknowledges the eu anti-racism action plan; welcomes the inclusion of a dedicated section on education and specific references to media , sports and culture; calls on the commission to provide adequate funding and resources to ensure the achievement of the outlined commitments;


### 3. welcomes the commission’s dedication to ensuring that member states develop national action plans against racism; calls for specific targets on culture , education , media and sport to be included in the development of those plans; ### 3. recalls that , due to the possibility to adapt concrete actions to their own circumstances , national action plans are an effective tool to respond against racism , racial/ethnic discrimination and related intolerance; regrets that only 15 member states2a have such plans; welcomes the commission’s dedication to ensuring that member states develop and adopt national action plans against racism and racial discrimination; calls for specific targets on culture , education , media and sport to be included in the development of those plans;


### 3. welcomes the commission’s dedication to ensuring that member states develop national action plans against racism; calls for specific targets on culture , education , media and sport to be included in the development of those plans; ### 3. welcomes the commission’s dedication to ensuring that member states develop national action plans against racism and racial discrimination; welcomes the commission’s plan to publish common guiding principles for the implementation of national action plans against racism and racial discrimination as well as other tools to assist efforts at the national level; calls for specific targets on culture , education , media and sport to be included in the development of those plans;


### 3. welcomes the commission’s dedication to ensuring that member states develop national action plans against racism; calls for specific targets on culture , education , media and sport to be included in the development of those plans; ### 3. welcomes the commission’s dedication to ensuring that member states develop national action plans against racism; calls for specific targets on culture , education , media and sport to be included in the development of those plans; considers it necessary in this regard to collect good practices and share them with member states in order to facilitate the development of their national action plans as well as to promote learning between national agencies;


### 3. welcomes the commission’s dedication to ensuring that member states develop national action plans against racism; calls for specific targets on culture , education , media and sport to be included in the development of those plans; ### 3. welcomes the commission’s dedication to ensuring that member states develop national action plans against racism; calls for specific objectives to reflect the full diversity of society in culture , education , media and sport to be included in the development of those plans;


### 4. welcomes the publication and implementation of specific eu guidelines on the collection of equality data based on racial or ethnic origin; calls on the member states to adapt national statistics and to remove barriers in order to facilitate the collection of quality data on equality; calls on the commission and the member states to use this data to develop policies to attain racial justice; ### 4. welcomes the publication and implementation of specific eu guidelines on the collection of equality data based on racial or ethnic origin; calls on the member states to adapt national statistics and to remove legal barriers in order to facilitate the collection of quality data on equality; considers that , if data on ethnic discrimination and hate crime were to be collected , this should be for the sole purpose of identifying the roots of and to combat racism and discriminatory discourse and acts , in accordance with the relevant national legal frameworks and eu data protection legislation;


### 4. welcomes the publication and implementation of specific eu guidelines on the collection of equality data based on racial or ethnic origin; calls on the member states to adapt national statistics and to remove barriers in order to facilitate the collection of quality data on equality; calls on the commission and the member states to use this data to develop policies to attain racial justice; ### 4. welcomes the publication and implementation of specific eu guidelines on the collection of equality data based on racial or ethnic origin; calls on the member states to adapt national statistics and improve the collection of and access to disaggregated and country-specific quality data on equality , fit for analysis and benchmarking ; calls on member states to ensure that such data is accessible for independent research , in full respect of the gdpr and eprivacy regulation; calls on the commission and the member states to use this data to develop policies to attain racial justice;


### 4. welcomes the publication and implementation of specific eu guidelines on the collection of equality data based on racial or ethnic origin; calls on the member states to adapt national statistics and to remove barriers in order to facilitate the collection of quality data on equality; calls on the commission and the member states to use this data to develop policies to attain racial justice; ### 4. welcomes the publication and implementation of specific eu guidelines on the systematic collection of robust ethnic and gender disaggregated equality data based on racial or ethnic origin; calls on the member states to adapt national statistics and to remove barriers in order to facilitate the collection of quality data on equality; calls on the commission and the member states to use this data to develop evidence-based and informed policies and to match these with appropriate budgeting in order to attain racial justice;


### 5. welcomes the commitment to diversity and inclusion within erasmus+ , creative europe , the european solidarity corps , and the citizens , equality , rights and values programme; calls on the commission to ensure that the recently published inclusion strategies are mainstreamed across all educational , cultural , media and sporting initiatives; ### 5. welcomes the commitment to diversity and inclusion within erasmus+ , creative europe , the european solidarity corps , and the citizens , equality , rights and values programme; emphasizes the need to systematically follow and analyse the contribution of each of these programmes to the fight against racism and create an overview of good practices; calls on the commission to ensure that the recently published inclusion strategies are mainstreamed across all educational , cultural , media and sporting initiatives;


### 5. welcomes the commitment to diversity and inclusion within erasmus+ , creative europe , the european solidarity corps , and the citizens , equality , rights and values programme; calls on the commission to ensure that the recently published inclusion strategies are mainstreamed across all educational , cultural , media and sporting initiatives; ### 5. welcomes the commitment to diversity and inclusion within erasmus+ , creative europe , the european solidarity corps , and the citizens , equality , rights and values programme; calls on the commission to ensure that the recently published inclusion strategies are mainstreamed across all educational , cultural , media and sporting initiatives; calls on the commission and member states to make the programmes accessible for those who are the most disadvantaged;


### 5. welcomes the commitment to diversity and inclusion within erasmus+ , creative europe , the european solidarity corps , and the citizens , equality , rights and values programme; calls on the commission to ensure that the recently published inclusion strategies are mainstreamed across all educational , cultural , media and sporting initiatives; ### 5. welcomes the commitment to diversity and inclusion within erasmus+ , creative europe , the european youth guarantee , the european solidarity corps , and the citizens , equality , rights and values programme; calls on the commission to ensure that the recently published inclusion strategies are mainstreamed across all educational , cultural , media and sporting initiatives;


### 5. welcomes the commitment to diversity and inclusion within erasmus+ , creative europe , the european solidarity corps , and the citizens , equality , rights and values programme; calls on the commission to ensure that the recently published inclusion strategies are mainstreamed across all educational , cultural , media and sporting initiatives; ### 5. welcomes the commitment to diversity and inclusion within erasmus+ , creative europe , the european solidarity corps , esf+ and the citizens , equality , rights and values programme; calls on the commission to ensure that the recently published inclusion strategies are mainstreamed across all educational , cultural , media and sporting initiatives;


### 7. acknowledges that racism is inherently a matter of culture , heritage and norms; highlights , therefore , the role that culture can play in combating discrimination and racism; ### 7. acknowledges that racism is deeply embedded in our societies’ history , intertwined with its cultural roots and norms; highlights , therefore , that promoting cultural and linguistic diversity can help in combating racism and discrimination;


### 8. calls for the commission and the member states to foster a more diverse cultural sector by removing barriers to participation in culture for racialised communities through funding from all the relevant programmes; encourages the creation of support networks and outreach activities , especially for those in rural and outermost regions; ### 8. regrets the existence of barriers to the participation of minorities in culture , namely stereotypes , prejudices or ghettoization; calls for the commission and the member states to foster initiatives towards a more diverse participation in the cultural sector by removing such barriers through funding from all the relevant programmes; encourages backing up existing channels and the creation of support networks and outreach activities , including for those in suburban , rural and outermost regions;