### 1. deplores the commission’s failure to propose environmental indicators for the new programmes; calls , therefore , for specific indicators to be incorporated into their operating rules; calls for the data gathered to be made public once a year; ### 1. stresses the need for a baseline assessment of programmes contribution to environmental and climate goals that informs the design of the future programme; deplores the commission’s failure to propose environmental indicators for the new programmes; calls , therefore , for specific indicators to be incorporated into their operating rules; calls for the data gathered to be made public once a year; notes that environmental indicators should be adapted to the characteristics of the beneficiaries of the programmes – often small-sized organizations – and additional financial resources should be made available for data gathering to avoid excessive burden for beneficiaries , which often discourage and limit the participation of smaller operators in the programmes;


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


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


### 3. takes the view that the good practices already employed by national agencies and offices and by project developers should be surveyed , coordinated and assessed; calls on the commission to circulate a list of recommendations once this process is complete; ### 3. underlines that implementing institutions play a positive and active role in suggesting how the future programmes could best address environmental issues as well as how to steer beneficiaries to become more environmentally sensitive; takes the view that the good practices already employed by national agencies and offices and by project developers should be surveyed , coordinated and assessed; calls on the commission to develop and circulate a list of recommendations , developed in consultation with stakeholders , once this process is complete;


### 5. calls on the commission and on national agencies and offices to take account of the environmental aspects of projects and to evaluate projects accordingly; ### 5. calls on the commission and on national agencies and offices to evaluate the programme according to their initial objectives , while taking into due account the environmental aspects of projects;


### 5. calls on the commission and on national agencies and offices to take account of the environmental aspects of projects and to evaluate projects accordingly; ### 5. calls on the commission and on national agencies and offices to take account of the environmental aspects and impacts of projects and to evaluate them accordingly;


### 6. urges the commission to make it possible for participants to choose the least-polluting means of transport , but at the same time not to stigmatise or exclude participants for whom air travel is the only option; calls for special attention to be paid to the outermost regions in this regard; ### 6. urges the commission to encourage participants to choose the least-polluting means of transport , but at the same time not to stigmatise or exclude participants for whom air travel is the only option; calls for special attention to be paid to the outermost regions , as well as to rural and remote areas , in this regard;


### 6. urges the commission to make it possible for participants to choose the least-polluting means of transport , but at the same time not to stigmatise or exclude participants for whom air travel is the only option; calls for special attention to be paid to the outermost regions in this regard; ### 6. urges the commission to provide the participants with the option of choosing the least-polluting means of transport , but at the same time not to stigmatise or exclude participants for whom air travel is the only option; calls for special attention to be paid to the outermost regions in this regard;


### 10. emphasises the potential of the european universities and vocational education and training centres of excellence , as they could introduce programmes of excellence for teaching and training in environmental issues , provided sufficient funding is available; ### 10. emphasises the potential of the european universities and vocational education and training centres of excellence , as they could introduce programmes of excellence for teaching and training in environmental issues for a wide range of stakeholders and learners , as well as support research projects in this area , provided sufficient funding is available;


### 11. notes that the future european student card can do much to make participation in the erasmus+ programme more environmentally friendly; ### 11. notes that the future implementation of the european student card represents a significant step to make participation in the erasmus+ programme more environmentally friendly by shifting from a paper-based to a quality , inclusive and accessible streamlined digital process whilst simplifying the management of the mobility cycle;


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


### 21. urges the commission to investigate the scope for synergies with horizon europe and the new knowledge and innovation community focusing on the culture and creation sector in the european institute of innovation and technology (eit); ### 21. urges the commission to investigate the scope for synergies with horizon europe , in particular under pillar ii with cluster culture , creativity and inclusive society as well as the current knowledge and innovation community on climate and the new knowledge and innovation community focusing on the culture and creation sector in the european institute of innovation and technology (eit);


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


### 1. considers that in order to fight against disinformation and fake news , reinstate a climate of trust in the media and counter threats to democratic political processes , a comprehensive strategy is needed , based inter alia on media and information literacy , and aimed at empowering citizens to critically assess media content and recognise the difference between opinion and fact; ### 1. considers that in order to fight against disinformation and fake news , reinstate a climate of trust in the media and counter threats to democratic political processes , a comprehensive eu strategy is needed , aimed at empowering citizens to critically assess media content and recognise the difference between opinion and fact; calls therefore on the european commission to develop such a strategy in close cooperation with the member states and civil society organisations;


### 1. considers that in order to fight against disinformation and fake news , reinstate a climate of trust in the media and counter threats to democratic political processes , a comprehensive strategy is needed , based inter alia on media and information literacy , and aimed at empowering citizens to critically assess media content and recognise the difference between opinion and fact; ### 1. considers that in order to fight against disinformation and fake news , reinstate a climate of trust in the media and counter threats to democratic political processes , a comprehensive strategy is needed , based inter alia on media and information literacy , and aimed at empowering citizens to critically assess media content and recognise the difference between opinion and facts; in this context reminds that , independent and pluralistic media based on freedom of information and expression is a core element of any functioning democracy;


### 2. calls on the commission to work in close cooperation with the member states and civil society organisations to develop common curricula on media literacy and to reach out to all citizens through formal , non-formal and informal education , and through lifelong learning; ### 2. calls on the commission to work in close cooperation with the member states , candidate countries and civil society organisations to develop commonly understood curricula on media literacy and to reach out to all citizens through formal , non-formal and informal education , and through lifelong learning; this should allow the citizens to fully understand the effects of disinformation , to identify and make the distinction between evidence and opinion , while giving them the ability to access and assess information;


### 3. stresses that media pluralism is under serious threat both online and offline due to the excessive concentration of media ownership , which has resulted in dominant actors in the media sector using information to pursue political and social objectives and in the lowering of the quality , diversity and reliability of the information available; ### 3. stresses the importance of ensuring online and offline media pluralism to guarantee the quality , diversity and reliability of the information available; warns against excessive concentration of media ownership , which has resulted in dominant actors in the media sector using information to pursue political and social objectives;


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


### 5. considers that in the fight against disinformation , the core principles of access to information and above all freedom of expression , including artistic freedom , should always prevail; ### 5. considers that freedom of expression , including artistic freedom , must not be misused in order to spread disinformation and hate speech;


### 5. considers that in the fight against disinformation , the core principles of access to information and above all freedom of expression , including artistic freedom , should always prevail; ### 5. considers that in the fight against disinformation , the core principles of access to information and above all freedom of expression , including artistic freedom , should always prevail; highlights that decisions taken by media platforms – e.g. regarding their community standards or recommendation algorithms – have considerable consequences for the exercise of freedom of expression , right to receive impartial information , media freedom , pluralism and democracy;


### 5. considers that in the fight against disinformation , the core principles of access to information and above all freedom of expression , including artistic freedom , should always prevail; ### 5. considers that in the fight against disinformation , misinformation and mal-information , the core principles of access to information and above all freedom of expression , including artistic freedom , should always prevail in a frame of accuracy , independence , fairness , confidentiality , humanity , accountability and transparency;


### 6. highlights that national media , in particular public service media , have an important responsibility to adequately reflect the cultural , linguistic , social and political diversity and to inform citizens extensively about all topics that are relevant to their everyday lives , including eu policies and news. ### 6. reminds that the backbone of any democracy is an independent , professional and responsible media aiming to inform , criticise and stimulate debate , in particular public service media , to adequately serve the public interest with truthful , accurate , objective , balanced and language-tempered content , reflecting the cultural , linguistic , social and political diversity of our societies , and to inform citizens extensively about all topics that are relevant to their everyday lives , including eu policies and news.


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


### 6. highlights that national media , in particular public service media , have an important responsibility to adequately reflect the cultural , linguistic , social and political diversity and to inform citizens extensively about all topics that are relevant to their everyday lives , including eu policies and news. ### 6. highlights that national media , in particular public service media , have an important responsibility to adequately reflect the cultural , linguistic , social and political diversity and to inform citizens extensively about all topics that are relevant to their everyday lives , including eu policies and news; notices that in some member states this diversity has not been adequately reflected and that the media have not been providing adequate and objective information on the eu policies; insists on the need to remedy the situation;


### (3) as a direct consequence of lock-down measures taken across europe , cultural venues have been closed down and cultural events have been cancelled or postponed for an undetermined period of time. european and international cultural cooperation projects have been radically slowed down , as the physical crossing of borders has been limited. finally , due to rapidly decreasing revenues and emerging public health-related needs , local , regional and national governments are under increased budgetary pressures. private sponsoring for culture is also becoming more challenging for the time being as there is no public event to sponsor or because companies give priority to public health-related sponsoring activities. ### (3) as a direct consequence of lock-down measures taken across europe , cultural venues have been closed down and cultural events have been cancelled or postponed for an undetermined period of time. european and international cultural cooperation projects have been radically slowed down , as the physical crossing of borders has been limited. finally , due to rapidly decreasing revenues and emerging public health-related needs , local , regional and national governments are under increased budgetary pressures. private sponsoring for culture is also becoming more challenging for the time being as there is no public event to sponsor or because companies give priority to public health-related sponsoring activities. there is also a need to develop online and digital initiatives in order to make the european capitals of culture accessible in any conditions.


### (9) after a consultation process that involved the cities and the member states concerned , it has been concluded that it is appropriate to provide the possibility to the ecoc cities designated by croatia and ireland for 2020 to continue implementing their programmes until 30 april 2021 , without changing the year of designation. therefore , articles 3 , 4 and 16 of decision 445/2014/eu should be amended accordingly. ### (9) after a consultation process that involved the cities and the member states concerned , it has been concluded that it is appropriate to provide the possibility to the ecoc cities designated by croatia and ireland for 2020 to continue implementing their programmes until 30 april 2021 , without changing the year of designation. therefore , articles 3 , 4 and 16 of decision 445/2014/eu should be amended accordingly. it would be essential that the commission provide concrete guidance to the cities hosting these programmes , and wishing to use this extension until 30 april 2021 , as regards the application procedures for financial support , such as for example additional funds from the crii and the crii+ packages , as they are necessary to carry out the extended programmes in full.


### 9. notes that the centre opted to publish only declarations of interests and not the cvs of its management board due to its size (approximately 130 members and alternate members); notes that the director’s cv and declaration of interests have been published on the centre’s website; ### 9. notes with concern that the centre opted to publish only declarations of interests and not the cvs of its management board due to its size (approximately 130 members and alternate members); draws attention to the fact that other agencies publish the cvs of the members of the management board even if the size is bigger than that of the centre; calls , therefore , on the centre to publish the cvs of all the members of the management board and to report to the discharge authority on the measures taken in this regard; notes that the director’s cv and declaration of interests have been published on the centre’s website;


### d. whereas the sudden shift to mass online and distance learning precipitated by the crisis has exposed enormous gaps in digital education policy design and delivery within the european union and across member states; whereas the crisis has similarly demonstrated a lack of cooperation and coordination among the member states on education and training policies; ### d. whereas the sudden shift to mass online and distance learning precipitated by the crisis has exposed gaps in digital education policy design and delivery within the european union and across member states; whereas the crisis has similarly highlighted the need for stronger cooperation and coordination between the member states on education and training policies and the need to address any deficiencies that have been revealed by the crisis;


### e. whereas the overnight digital transition came in a context where 43 per cent of europeans lack basic digital skills1; whereas there is a direct correlation between where people live , their socioeconomic status , their income , their level of education and their employment on the one hand and their degree of digital proficiency on the other; ### e. whereas the overnight digital transition came in a context where 43 per cent of europeans lack basic digital skills1; whereas there is a direct correlation between where people live , their socioeconomic status , their income , their level of education and their employment on the one hand and their degree of digital proficiency on the other; whereas , in some parts of the world , remote learning is virtually impossible to deliver , with less than 25 per cent of low-income countries providing any form of remote learning; whereas severe discrepancies still exist at eu level , with countries where 32% of pupils did not have access to education for several months; whereas in the most developed countries the access to digital education was around 90% , with still 10% of pupils being left behind2;


### f. whereas the commission aims to establish the european education area by 2025; ### f. whereas the commission should establish the european education area by 2025 , step up its efforts in education policy and increase investments in education;


### g. whereas , in accordance with the principle of subsidiarity , education policy is the exclusive competence of the member states , with the union playing a supporting and coordinating role; ### g. whereas , in accordance with the principle of subsidiarity , education policy is the exclusive competence of the member states , with the union playing an active role in supporting and coordinating;


### 1. salutes the creativity and resourcefulness shown by education and training institutions and their staff and by students and parents in adapting to online and distance learning; underlines , however , that the rushed digital transition in education and training has revealed glaring gaps with respect to access to digital infrastructure and devices , the quality of online teaching and the skills of teachers and trainers; ### 1. salutes the creativity and resourcefulness shown by education and training institutions and their staff and by students and parents in adapting to online and distance learning; underlines , however , that the rushed digital transition in education and training has revealed glaring gaps with respect to access to digital infrastructure and devices , the quality of online teaching and the skills of teachers and trainers; stresses that this transition cannot deepen the already existing digital divide between students , pushing some into educational poverty;


### 1. salutes the creativity and resourcefulness shown by education and training institutions and their staff and by students and parents in adapting to online and distance learning; underlines , however , that the rushed digital transition in education and training has revealed glaring gaps with respect to access to digital infrastructure and devices , the quality of online teaching and the skills of teachers and trainers; ### 1. salutes the creativity and resourcefulness shown by education and training institutions and ngos , their teachers and staff and by students and parents in adapting to online and distance learning; underlines , however , that the rushed digital transition in education and training has revealed glaring gaps with respect to access to digital infrastructure and devices , the quality of online teaching and the skills of teachers and trainers; calls for more synergies at european level in terms of best practices and supports measures for successful initiatives;


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


### 2. notes with alarm that these gaps have exacerbated existing inequalities - both among and within the member states - and had a disproportionate impact on those already suffering social or other disadvantages and those with learning difficulties; welcomes , therefore , the efforts made by the member states to ensure that in-person learning can resume in a covid-19-secure environment; ### 2. notes with alarm that these gaps have exacerbated existing inequalities - both among and within the member states – with countries topping 90% accessibility to digital education and others with less than 70% of children having access to basic digital infrastructure - and had a disproportionate impact on those already suffering social or other disadvantages and those with disabilities or learning difficulties; welcomes , therefore , the efforts made by educational professionals and some member states to ensure that in-person learning can resume in a covid-19-secure environment and calls for more measures from member states lagging behind;


### 3. stresses that social and educational inequalities often take root in early childhood and tend to widen through adulthood since lower educational attainment typically leads to worse employment prospects , which in turn tend to lessen access to in-work training and development opportunities; ### 3. stresses that social and educational inequalities often take root in early childhood and tend to widen through adulthood since lower educational attainment typically leads to worse employment prospects , which in turn tend to lessen access to in-work training and development opportunities; reiterates the need for improving access to quality education at european level and the need for a european child guarantee; calls for more efforts in developing digital and media skills at an early age across europe;


### 4. is concerned by the levels of digital illiteracy brought to the fore by the crisis , with many people struggling with basic online data protection , cybersecurity and information literacy; emphasises the importance of teaching basic digital skills through a genuine lifelong-learning approach; ### 4. is concerned by the levels of digital illiteracy brought to the fore by the crisis , with many people struggling with basic online data protection , cybersecurity and information literacy; emphasises the importance of teaching basic digital skills through a genuine lifelong-learning approach; recalls the vital need to invest in digital literacy and critical thinking , in order to fight against disinformation , especially in the framework of the upcoming digital education action plan;


### 4. is concerned by the levels of digital illiteracy brought to the fore by the crisis , with many people struggling with basic online data protection , cybersecurity and information literacy; emphasises the importance of teaching basic digital skills through a genuine lifelong-learning approach; ### 4. is concerned by the levels of digital illiteracy brought to the fore by the crisis , with many people struggling with basic online data protection , cybersecurity , cyberbullying , cyber-threats , fake news and information literacy; emphasises the importance of teaching basic digital skills through a genuine lifelong-learning approach and providing sufficient resources to the educational community to achieve it; emphasises in this context that teaching staff need to be equipped with adequate devices , skills and competences to master the teaching of digital skills; underlines the need to improve access to digital skills for seniors and people from disadvantaged groups; calls for large-scale digital literacy actions at european level;


### 5. considers that the primary lesson to be learnt from the crisis is that inclusion and equal opportunities must be placed at the heart of the union’s future education and training policies; ### 5. considers that the primary lesson to be learnt from the crisis is that inclusion and equal opportunities must be placed at the heart of the union’s future education and training policies; believes that educational institutions have to be prepared , should another lockdown be necessary , to provide all students with accessible tools for digital education; considers further that people with disabilities have to be able to benefit from all programmes that allow children to access education;


### 5. considers that the primary lesson to be learnt from the crisis is that inclusion and equal opportunities must be placed at the heart of the union’s future education and training policies; ### 5. considers that the primary lesson to be learnt from the crisis is that inclusion and equal opportunities , both in terms of access and quality , must be placed at the heart of the union’s future education and training policies and that the union must play a more active role in this policy area , in line with its competences; underlines the need for the development of proper tools and adaptable solutions that can be applied by member states in similar situations;


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


### 6. underlines that the crisis has shown the need for a multi-stakeholder approach to education policy , including teachers and trainers , learners , parents , businesses and community organisations in both design and delivery; recalls that learning takes place across formal , non-formal and informal settings and that policy-making must be geared towards this multi-setting approach; ### 6. underlines that the crisis has shown the need for a multi-stakeholder and co-creation approach to education policy , including teachers and trainers , learners , parents , businesses , ngos , trade unions , local authorities and community organisations in both design and delivery; recalls that learning takes place across formal , non-formal and informal settings and that policy-making must be geared towards this multi-setting approach;


### 7. is convinced that the crisis offers an opportunity for deep reflection on the future orientation of education and training policy , of curricula and of learning methods; encourages the member states to embrace innovation and build new and emerging technologies into their education and training systems in a smart , learner-centred way; ### 7. is convinced that the crisis offers an opportunity for deep reflection on the future orientation of education and training policy , of curricula and of learning methods; encourages the member states to embrace innovation and build new and emerging technologies into their education and training systems in a smart , learner-centered way; stresses , in this regard , that the acquisition of digital competences and skills at an early age must be guided by adult and professional supervision; underlines that the personal connection between teachers and learners is also of great importance as it is the source for personal and social skills and competences; stresses , therefore , that teaching should not only rely on digital means but on an adequate mix of digital and analogue teaching; reiterates the added-value brought to education by artificial intelligence , blockchain , adaptive learning solutions or gamification; emphasises , however , that the use of new technologies in the classroom should always respect high standards of data protection and not lead to the commercialisation of children´s data; underlines the need to study the impact of innovation in education and promote best examples at european level; recalls the need to invest in the adequate skilling and up-skilling of teachers , trainers , parents and tutors across europe;


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


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


### 11. notes that progress towards a european higher education area is considerably more advanced than in other education sectors; urges the commission , therefore , to focus greater efforts on other education sectors , in particular school education , adult education and vocational education and training; ### 11. notes that progress towards a european higher education area is considerably more advanced than in other education sectors; urges the commission , therefore , to focus greater efforts on other education sectors , in particular school education , adult education and vocational education and training; stresses that , while the commission should support member states as much as possible in adapting education to fit future needs , member states are the ones responsible for education and curricula;


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


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


### 12. recalls that the erasmus+ programme is the primary funding instrument to support the construction of the european education area; underlines the value of tools developed with erasmus+ support to produce and share teaching resources , for example through e-twinning , and to develop teacher training modules , for example through the school education gateway; believes that such tools , if scaled up and better funded , can make a real difference to online teaching and learning; ### 12. recalls that the erasmus+ programme is the primary funding instrument to support the construction of the european education area; criticises the cuts proposed by the council and the commission to this flagship programme; underlines the value of tools developed with erasmus+ support to produce and share teaching resources , for example through e-twinning , and to develop teacher training modules , for example through the school education gateway; believes that such tools should be scaled up and better funded in order to make a real difference to online teaching and learning; underlines that a substantial number of pilot projects and preparatory actions proposed by the european parliament have had can continue to have a positive impact on education and should be widely integrated into the approach and directions promoted by the commission;


### 13. stresses , furthermore , the potential contribution of the vocational centres of excellence , discovereu and european universities initiatives to the european education area; deplores , however , that the commission’s revised multiannual financial framework (mff) proposal of may 2020 - lowered even further by the european council in july 2020 - starves the erasmus+ programme of the necessary funding to deliver these flagship initiatives without impacting on core parts of the programme , particularly the expansion of learning mobility opportunities and making the programme more inclusive; ### 13. stresses , furthermore , the potential contribution of the vocational centres of excellence , discovereu and european universities initiatives to the european education area; criticises , however , that the commission’s revised multiannual financial framework (mff) proposal of may 2020 - lowered even further by the european council in july 2020 - starves the erasmus+ programme of the necessary funding to deliver these flagship initiatives without impacting on core parts of the programme , particularly the expansion of learning mobility opportunities and making the programme more inclusive;


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


### 14. recalls that well-functioning education and training systems require high levels of public investment; insists , therefore , that ambitious policies without the corresponding funding in place lack credibility; deeply regrets that specifically those programmes that support education and training policies - notably erasmus+ , horizon europe and the european social fund plus - have been subject to budgetary cuts in the political agreement on the next mff reached at the july european council; reiterates its call for the erasmus+ budget to be tripled compared to the 2014-2020 mff; ### 14. recalls that well-functioning education and training systems require high levels of public investment; insists , therefore , that ambitious policies without the corresponding funding in place lack credibility; deeply regrets that specifically those programmes that support education and training policies - notably erasmus+ , horizon europe and the european social fund plus - have been subject to budgetary cuts in the political agreement on the next mff reached at the july european council; reiterates its call for the erasmus+ budget to be tripled compared to the 2014-2020 mff; calls for the allocation of 10% of the recovery plan to education; calls upon member states to allocate 10% of their gdp to education;


### a. whereas europe’s cultural heritage is a source of wealth that has been inherited from the past and preserved in the present , and will be a legacy for future generations; ### a. whereas europe is both a political and a cultural construction; whereas europe’s cultural heritage is a source of wealth that has been inherited from the past and preserved in the present , and will be a legacy for future generations;


### b. whereas cultural heritage is a source for remembrance and strengthens our common sense of belonging; ### b. whereas european cultural heritage is a source for remembrance and collective memory , the basis of our shared history and strengthens our common sense of belonging;


### i. whereas the expansion of the digital economy creates new possibilities and challenges for europe’s cultural and creative sectors; ### i. whereas the expansion of digitalisation creates new possibilities and challenges for europe’s cultural and creative sectors;


### 1. considers that cultural heritage is an invaluable resource , enabling us to reflect on history and helping to identify not only different memories , but also the common threads that bind us all , thus promoting diversity , cohesion , solidarity and understanding; ### 1. considers that cultural heritage is an invaluable resource , enabling us to reflect on history and helping to identify not only different memories , but also the common threads that bind us all , thus promoting diversity , shared citizenship , social inclusion , dialogue , cohesion , solidarity and mutual understanding;


### 2. recognises the role of cultural heritage in promoting creativity , innovation and sustainability; ### 2. recognises the role of cultural heritage in promoting creativity , innovation and sustainability and intellectual capacity;


### 3. stresses that european languages enable and promote the richness and diversity of european cultural heritage , as mother tongues are also used to transmit intangible cultural heritage; urges the commission and the member states to take greater action to protect and strengthen language diversity in the digital age; ### 3. stresses that european languages enable and promote the richness and diversity of european cultural heritage , as mother tongues are also used to transmit intangible cultural heritage; urges the commission and the member states to take greater action to protect , develop , and promote language diversity in the digital age;


### 4. stresses the importance of all types of education – formal , non-formal and informal – relating to history and cultural heritage , at all ages; reiterates the significance of including art , music , film and theatre , design and architecture in school curricula; ### 4. stresses the importance of all types of education – formal , non-formal and informal – relating to history and cultural heritage , at all ages; reiterates its role in promoting european and global citizenship and the significance of including art , music , film and theatre , design and architecture in school curricula;


### 4. stresses the importance of all types of education – formal , non-formal and informal – relating to history and cultural heritage , at all ages; reiterates the significance of including art , music , film and theatre , design and architecture in school curricula; ### 4. stresses the importance of all types of education – formal , non-formal and informal – relating to history and cultural heritage , at all ages; reiterates the significance of including art , music , oral and written literature , film and theatre , design and architecture in school curricula;


### 5. believes that the house of european history should become a knowledge and collaboration hub for young researchers from across the eu; ### 5. considers in this regard that the house of european history is a vital instrument for the promotion of the common european cultural heritage; believes that it should become a knowledge and collaboration hub for young researchers from across the eu; calls to develop additional ways of promoting access to all european citizens to the house of european history from their home countries , among others , through digital tours , collaboration with parliament's group visits , and the gradual establishment of a network of houses of european history in all member states; considers that the house of european history could enlarge its focus to cover more in depth the history of european integration , including its remote intellectual and historical roots;


### 6. highlights the role digital education can play in enabling learning about and through cultural heritage; notes the need to develop high-quality e-learning initiatives in order to make learning about cultural heritage more accessible and enhance heritage-related skills across europe; ### 6. highlights the role digital education can play in enabling learning about and through cultural heritage and in fostering a digital humanism that ensures continuity of the european humanistic values; notes the need to develop high-quality e-learning initiatives in order to make learning about cultural heritage more accessible and enhance heritage-related skills across europe;


### 7. expresses its concern about the lack of skilled craftspeople , restoration professionals and heritage experts , which is putting european heritage at risk; ### 7. expresses its concern about the growing lack of skilled craftspeople , restoration professionals and heritage experts , which is putting european heritage at risk; stresses that the preservation of the cultural heritage will only be possible in the future if knowledge about it and the necessary craft practices are preserved and passed on;


### 7. expresses its concern about the lack of skilled craftspeople , restoration professionals and heritage experts , which is putting european heritage at risk; ### 7. expresses its concern about the lack of skilled craftspeople , restoration professionals and heritage experts and the difficulties in attracting young people to learn this type of skills as an essential requirement for ensuring intergenerational transfer of knowledge , which is putting european heritage at risk;


### 8. reiterates the need to improve socio-economic and labour conditions and gender balance and to promote mobility opportunities for different specialists employed in the cultural heritage sector; ### 8. reiterates the need to improve socio-economic and labour conditions and gender balance and to promote mobility opportunities for operators employed in the cultural heritage sector;


### 8. reiterates the need to improve socio-economic and labour conditions and gender balance and to promote mobility opportunities for different specialists employed in the cultural heritage sector; ### 8. reiterates the need to improve socio-economic and labour conditions and gender balance and to promote mobility opportunities for different specialists employed in the cultural heritage sector , and also for persons with disabilities;


### 9. welcomes the commission’s proposal to set up a new knowledge and innovation community (kic) on cultural and creative industries (cci) within the european institute of innovation and technology (eit); ### 9. welcomes the commission’s proposal to set up a new knowledge and innovation community (kic) on cultural and creative sectors (ccs) within the european institute of innovation and technology (eit);


### 10. stresses the importance of digitising cultural material so as not only to preserve it for future generations (the storing function) , but to also make it more easily accessible to a larger audience by bringing cultural heritage online; ### 10. stresses the importance of digitising cultural material so as not only to preserve it for future generations (the storing function) , but to also make it more easily accessible to a larger european and global audience by bringing cultural heritage online through curation and a multilingual digital offering (the social function);


### 14. underlines the need to develop a comprehensive eu framework with adequate funding for the protection and promotion of digitised and born-digital cultural heritage; ### 14. underlines the need to develop a comprehensive eu framework with adequate funding for the protection and promotion of digitised and born-digital cultural heritage and the promotion of a digital humanism;


### 16. recognises that sustainable cultural tourism has a significant potential to generate growth and jobs in the eu , as already four out of ten tourists choose their destination on the basis of its cultural offering; ### 16. recognises that sustainable cultural tourism has a significant potential to generate growth and jobs in the eu , as already four out of ten tourists choose their destination on the basis of its cultural offering; notes , however , that cultural heritage offerings only recoup a minimal share of the economic value they generate , requiring thus new , alternative and stable sources of funding to continue to act as catalysers of sustainable tourism;


### 17. urges the member states to put strong mechanisms in place to prevent overexploitation of cultural heritage , including through tourism; warns against the influence of short-term commercial interests that risk undermining the authenticity of cultural sites and practices and degrading their quality; ### 17. urges the member states to put strong mechanisms in place to prevent overexploitation of cultural heritage , including through unsustainable tourism flows; warns against the influence of short-term commercial interests that risk undermining the authenticity of cultural sites and practices and degrading their quality; notes that sustainable cultural tourism strategies should be developed with the participation of hosts communities;


### 18. recommends further efforts to encourage travel to less well-known and popular destinations and rural areas , as well as low-season travel; ### 18. recommends further efforts to encourage travel to less well-known and popular destinations and rural areas , as well as low-season travel all the more so in the context of the covid-19 pandemic and the consequent need to discourage large public gatherings both within and outside monuments and cultural sites;


### 18. recommends further efforts to encourage travel to less well-known and popular destinations and rural areas , as well as low-season travel; ### 18. recommends further efforts to encourage travel to less well-known and less popular destinations and rural areas , as well as low-season travel , particularly for the elderly;


### 19. is concerned about the impact on cultural heritage of pollution , vandalism , theft , poorly managed tourism and uncontrolled development , as well as of global warming and climate change; calls on the commission to propose concrete actions for preserving and protecting cultural heritage in light of these natural and human-made hazards; ### 19. is concerned about the impact on cultural heritage of pollution , vandalism , theft , poorly managed tourism and uncontrolled development , as well as of global warming and climate change; is extremely worried about the impact of the covid-19 pandemic in the future of europe´s cultural heritage; calls on the commission to propose concrete actions for preserving and protecting cultural heritage in light of these natural and human-made hazards;


### 20. reiterates that the illicit trafficking of cultural artefacts is a serious issue with a global dimension that requires coordinated action not only among member states , but also at international level; ### 20. reiterates that the illicit trafficking of cultural artefacts , including through digital channels , is a serious issue with a global dimension that requires coordinated action not only among member states , but also at international level;


### 21. calls on the commission to adopt a more integrated approach towards cultural heritage , treating tangible , intangible , natural and digital heritage as interconnected and inseparable; ### 21. calls on the commission to adopt a more integrated approach towards cultural heritage , giving equal treatment to tangible , intangible , natural and digital heritage and approaching these dimensions as interconnected and inseparable;


### 22. reiterates its request to the commission concerning the setting-up of a single eu portal , bringing together information from all the eu programmes funding cultural heritage , together with the establishment of a common approach within the commission through improved cooperation across the different policy areas relating to cultural heritage; ### 22. reiterates its request to the commission concerning the setting-up of a single eu portal called 'know europe' , bringing together information from all the eu programmes funding cultural heritage , together with the establishment of a common approach within the commission through improved cooperation across the different policy areas relating to cultural heritage;


### 23. stresses the need to establish a permanent platform , with organised civil society at its core , for cooperation and coordination on cultural heritage policies at eu level; ### 23. stresses the need to establish and properly support a permanent platform , with organised civil society at its core , for cooperation and coordination on cultural heritage policies at all levels; notably national and european , and including all eu institutions; believes that this multilevel coordination forum is among the achievements of the eych and should set the standard for future working methods in the area of culture and heritage;


### 24. notes that nearly three quarters of europeans surveyed think public authorities should allocate more resources to cultural heritage; highlights the need to increase eu funding to activities related to cultural heritage; ### 24. notes that nearly three quarters of europeans surveyed think public authorities should allocate more resources to cultural heritage; therefore highlights the need to increase eu funding to activities related to cultural heritage and reiterates the need to double the budget for the creative europe programme 2021-2027;


### 25. believes that the european green deal should include actions to mitigate the impact of climate change on cultural heritage and recognise that cultural heritage can play an important role in achieving the climate sustainability goals; ### 25. believes that the european green deal should include actions to mitigate the impact of climate change on cultural heritage and recognise that cultural heritage can play an important role in achieving the climate sustainability goals through education , research and the re-adaptation of sustainable european traditional practices;


### the eit was established in 2008 in order to contribute to sustainable economic growth and competitiveness by reinforcing the innovation capacity of the member states and the european union. it pioneered the integration of education , business and research (knowledge triangle) together with a strong emphasis on entrepreneurial talent and innovation skills. the mid-term evaluation of the eit in 2018 confirmed that the overarching rationale of the eit remains valid and the model of innovation-driven knowledge triangle integration remains relevant. ### the eit was established in 2008 in order to contribute to sustainable economic growth and competitiveness by reinforcing the innovation capacity of the member states and the european union. it pioneered the integration of education , business and research (knowledge triangle) together with a strong emphasis on entrepreneurial talent and innovation skills. the mid-term evaluation of the eit in 2018 confirmed that the overarching rationale of the eit remains valid and the model of innovation-driven knowledge triangle integration remains relevant. the eit's added value lies in its unique innovation model that should be preserved and fostered by this agenda.


### the eit was established in 2008 in order to contribute to sustainable economic growth and competitiveness by reinforcing the innovation capacity of the member states and the european union. it pioneered the integration of education , business and research (knowledge triangle) together with a strong emphasis on entrepreneurial talent and innovation skills. the mid-term evaluation of the eit in 2018 confirmed that the overarching rationale of the eit remains valid and the model of innovation-driven knowledge triangle integration remains relevant. ### the eit was established in 2008 in order to contribute to sustainable economic growth and competitiveness by reinforcing the innovation capacity of the member states and the european union. it pioneered the integration of higher education , business , research and innovation (knowledge triangle) together with a strong emphasis on entrepreneurial talent and innovation skills. the mid-term evaluation of the eit in 2018 confirmed that the overarching rationale of the eit remains valid and the model of innovation-driven knowledge triangle integration remains relevant.


### a decade after eit’s establishment , the pace of innovation has accelerated dramatically. innovation is reshaping economic sectors , disrupting existing businesses and creating unprecedented opportunities. with a shifting global economic order and international competition on the rise , the eu’s dependence on talent and its capacity to innovate is growing. co-design , collaboration and co-creation across disciplines and between education , business and research have never been as important as today to contribute to address global challenges related to climate change and unsustainable use on natural recources , digital transformation , demographic shifts or the future of healthcare and food. ### a decade after eit’s establishment , the pace of innovation has accelerated dramatically. innovation is reshaping economic sectors , disrupting existing businesses and creating unprecedented opportunities. with a shifting global economic order and international competition on the rise , the eu’s dependence on talent and its capacity to innovate is growing. co-design , collaboration and co-creation across disciplines and between education , research , business , public and third sector organisations , and civil society have never been as important as today to contribute to address global challenges related to climate change and unsustainable use on natural recources , digital transformation , cultural and demographic shifts or the future of healthcare and food.


### the sia 2021-2027 is informed by the impact assessment carried out by the european commission. it takes into account the draft sia from the eit governing board submitted to the european commission on 20 december 2017 , in accordance with the eit regulation21 . it also reflects the new [horizon europe proposal] of the european commission of june 2018 and , in particular , the key role of the eit as part of the [open innovation] pillar (pillar iii) , and its contribution to addressing global challenges , including established targets for climate objectives , and european industrial competitiveness (pillar ii) and to excellent science (pillar i). the sia builds on the lessons learnt over the last years of operation of the eit and the results of a wide consultation process with key stakeholders. ### the sia 2021-2027 is informed by the impact assessment carried out by the european commission. it takes into account the draft sia from the eit governing board submitted to the european commission on 20 december 2017 , in accordance with the eit regulation21 . it also reflects the new [horizon europe proposal] of the european commission of june 2018 and , in particular , the key role of the eit as part of the [open innovation] pillar (pillar iii) , and its contribution to addressing global and societal challenges , including established targets for climate objectives , and european industrial competitiveness (pillar ii) and to excellent science (pillar i). the sia builds on the lessons learnt over the last years of operation of the eit and the results of a wide consultation process with key stakeholders.


### since its set up , the eit has established itself gradually as a successful instrument addressing societal challenges. the eit operates mainly through knowledge and innovation communities (kics) , which are large-scale european partnerships between education and training , business and research organisations. there are currently eight kics that operate in the following areas: climate change , digital transformation , energy , food , health , raw materials , urban mobility and added-value manufacturing (see figure 2). ### since its set up , the eit has established itself gradually as a successful instrument addressing societal challenges. the eit operates mainly through knowledge and innovation communities (kics) , which are large-scale european partnerships between higher education and training institutions , business and research and innovation organisations. there are currently eight kics that operate in the following areas: climate change , digital transformation , energy , food , health , raw materials , urban mobility and added-value manufacturing (see figure 2).


### each kic is organised around five to ten of co-location centres (clcs22 ) which are intended to act as geographical hubs for the practical integration of the knowledge triangle. they are organised and structured according to their respective national and regional innovation context and build on a pan-european network of existing labs , offices or campuses of a kics’ core partners. ### each kic is so far organised around five to ten co-location centres (clcs22 ) which are intended to act as regional hubs for the practical integration of the knowledge triangle. they are organised and structured according to their respective national and regional innovation context and build on a pan-european network of existing labs , offices or campuses of a kics’ core partners.


### — education and training activities with strong entrepreneurship components to train the next generation of talents , including the design and implementation of programmes awarded the eit label23 , in particular at master and doctoral level; ### — higher education and training activities with strong entrepreneurship components to train the next generation of talents , including the design and implementation of programmes awarded the eit label23 , in particular at master and doctoral level; and through the development of digital skills programmes and activities aiming to re-skill and up-skill human resources in a lifelong learning perspective; paying special attention to gender issues , especially in areas where women remain underrepresented such as ict , science , technology , engineering , and mathematics.


### — activities supporting innovation to develop innovative , products , processes and services that address a specific business opportunity; ### — activities supporting research and innovation to develop innovative , products , processes and services that address a specific business opportunity , on the basis of excellence;


### — business creation and support activities , such as accelerator schemes to help entrepreneurs translate their ideas into successful ventures and speed up the growth process. ### — business creation and support activities , such as accelerator schemes to help entrepreneurs translate their ideas into successful ventures and speed up the development process.


### education and training , talent and skills development are at the core of the eit model. no other eu action on innovation includes higher education in the innovation value chain to the extent the eit does. the eit’s education agenda is key for developing highly entrepreneurial and skilled innovators. by 2017 , more than 1700 graduates have successfully completed an eit-labelled master and/or doctoral programme , and thousands have participated in entrepreneurial and innovative education activities and formats. ### education and training , talent and skills development are at the core of the eit model. no other eu action on innovation includes higher education in the innovation value chain to the extent the eit does. the eit’s education agenda is key for developing highly entrepreneurial and skilled innovators.


### the focus on global challenges through the integration of the knowledge triangle distinguishes the eit from other innovation instruments. by providing a grant for up to 15 years to kics , the eit is delivering on its long-term objective of tackling global challenges through innovative products and services and bringing concrete benefits to our society and citizens. the eit also has set the objective to the kics to become financially sustainable after 15 years , which is a unique feature that leads to a business and result oriented innovation instrument. in this context , kics have to develop and implement revenue-creating strategies in order to maintain their innovation ecosystem beyond the period covered by the grant agreement. ### the focus on global and societal challenges through the integration of the knowledge triangle distinguishes the eit from other innovation instruments. by providing a grant for up to 15 years to kics , the eit is delivering on its long-term objective of tackling global and societal challenges through innovative products and services , thus enhancing europe’s quality of life and bringing concrete benefits to our society and citizens. the eit also has set the objective for the kics to become financially sustainable after 15 years at the latest , which is a unique feature that leads to a business and result oriented innovation instrument. in this context , kics have to develop and implement revenue-creating strategies in order to maintain their innovation ecosystem beyond the period covered by the grant agreement. the innovation and close-to-market activities of the kics should be financially sustainable at the earliest possible date. however , higher education , training and horizontally-structured activities of kics should have the possibility to continue receiving eit funding after 15 years , following a positive and thorough evaluation by independent experts.


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


### the eit offers an efficient and effective platform for launching , scaling up and managing kics with strong network effects and positive spill-overs (see figure 2 below). the first wave of kics (eit digital , eit climate-kic and eit innoenergy) , launched in 2009 , is established and mature and after 2024 their framework partnership agreements will be terminated , in line with the maximum grant duration. a second and third generation of kics (eit health and eit raw materials (2014) , eit food (2016)) is maturing. eit urban mobility and eit manufacturing , the two kics designated in december 2018 , are starting their operations in 2019. ### the eit offers an efficient and effective platform for launching , scaling up and managing kics with strong network effects and positive spill-overs (see figure 2 below). the first wave of kics (eit digital , eit climate-kic and eit innoenergy) , launched in 2009 , is established and mature and after 2024 their framework partnership agreements should be terminated , in line with the maximum grant duration. however , a possible extension of the framework partnership agreement may be decided by the eit governing board , after a thorough and positive evaluation by independent experts. that extension shall not exceed three years. a second and third generation of kics (eit health and eit raw materials (2014) , eit food (2016)) is maturing. eit urban mobility and eit manufacturing , the two kics designated in december 2018 , are starting their operations in 2019.


### through its eight kics with more than 1000 partners from business , research and education , the eit represents the largest eu-supported innovation ecosystem. the eit has supported more than 1200 start-ups and innovative ventures , leading to over eur 890 million in external funding attracted by those companies and more than 6000 jobs created by the supported start-ups. more than 50% of kic partners are from the business sector (industry , smes and start-ups) demonstrating the proximity to the market. the increase in number of partners in each kic shows the attractiveness and long-term potential of the eit model. by 2019 , there are more than 600 businesses , 250 heis , 200 research organisations , and more than 50 civil society organisations and authorities participating in eit kics. ### through its eight kics with more than 1000 partners from business , research and education , the eit represents the largest eu-supported innovation ecosystem. the eit has supported more than 1200 start-ups and innovative ventures , leading to over eur 890 million in external funding attracted by those companies and more than 6000 jobs created by the supported start-ups. more than 50% of kic partners are from the business sector (industry , smes and start-ups) demonstrating the proximity to the market. by 2019 , there are more than 600 businesses , 250 heis , 200 research organisations , and more than 50 civil society organisations and authorities participating in eit kics.


### 1. cultural and creative industries ### 1. cultural and creative sectors


### factsheet on the knowledge and innovation community “cultural and creative industries” ### factsheet on the knowledge and innovation community “cultural and creative sectors”


### cultural and creative industries (cci) can bring a horizontal solution to an array of rising challenges , which are of a permanent nature , and can be addressed through research and innovation activities. these challenges can be grouped into four pillars: 1) europeans' creativity , cultural diversity and values; 2) european identity and cohesion; 3) european employment , economic resilience , and smart growth; and 4) europe as a global actor. ### cultural and creative sectors (ccs)1a can bring a horizontal solution to an array of rising challenges , which are of a permanent nature , and can be addressed through education , research and innovation activities. these challenges can be grouped into four pillars: 1) europeans' creativity , cultural diversity and values; 2) european identity and cohesion; 3) european employment , economic resilience , and smart growth; and 4) europe as a global actor.


### (7) the eit should give priority to the transfer of its higher education , research and innovation activities to the business context and their commercial application , as well as to supporting the creation of start-ups , spin-offs and small and medium-sized enterprises (smes). ### (7) the eit should facilitate the transfer of its higher education , research and innovation activities to the business context and their commercial application and it should support the creation of start-ups , spin-offs , small and medium-sized enterprises (smes) , public-private partnerships , cooperatives , social enterprises and other sustainable organisational forms , including in the public and third sector.


### (4) the eit , primarily through its knowledge and innovation communities (‘kics’) , should aim at strengthening innovation ecosystems that tackle global challenges. it should primarily have the objective of contributing to the development of the union’s and the member states’ innovation capacity at the highest standards. in order to achieve this objective , the eit should facilitate and enhance networking and cooperation and create synergies between different innovation communities in europe. ### (4) the eit , primarily through its knowledge and innovation communities (‘kics’) , should aim at strengthening innovation ecosystems that tackle global and societal challenges. it should primarily have the objective of contributing to the development of the union’s and the member states’ innovation capacity at the highest standards. in order to achieve this objective , the eit should facilitate and enhance networking and cooperation and create synergies between different innovation communities in europe , ensuring a wide geographical coverage with the aim of bridging the regional disparities , also within member states , and preventing the innovation divide.


### 1. reaffirms its strong commitment to multilingualism in the union as one of the fundamental prerequisites for the proper functioning of the union’s democratic system; acknowledges the role that the centre plays in facilitating the work of the union’s agencies and bodies by means of delivering high-quality translation and language services; ### 1. reaffirms its strong commitment to multilingualism in the union and the coverage of all official languages of the union as one of the fundamental prerequisites for the proper functioning of the union’s transnational democratic system; acknowledges the role that the centre plays in facilitating the work of the union’s agencies and bodies by means of delivering high-quality translation and language services; recalls the fact that having a specialised entity to cover translation for union bodies , offices and agencies has brought economies of scale and efficiency gains;


### 1. reaffirms its strong commitment to multilingualism in the union as one of the fundamental prerequisites for the proper functioning of the union’s democratic system; acknowledges the role that the centre plays in facilitating the work of the union’s agencies and bodies by means of delivering high-quality translation and language services; ### 1. reaffirms its strong commitment to multilingualism in the union as one of the fundamental prerequisites for the proper functioning of the union’s democratic system reflecting its cultural and regional diversity; acknowledges the role that the centre plays in facilitating the work of the union’s agencies and bodies by means of delivering high-quality translation and language services;


### 8. notes the centre’s gender breakdown reported for 2021 , with 1 women in senior management position , with 32 men (62%) and 24 women (38%) at management board level and overall staff with 82 men (39%) and 126 women (61%); notes that there is an underrepresentation of men in the centre’s overall staff; asks the centre to work towards gender balance at the staff level and at management board level; ### 8. notes the centre’s gender breakdown reported for 2021 , with 1 women in a senior management position , with 32 men (62%) and 24 women (38%) at management board level and overall staff with 82 men (39%) and 126 women (61%); notes that there is an underrepresentation of men in the centre’s overall staff; asks the centre to work towards gender balance at the staff level and at management board level; stresses the importance of the geographical balance and that all member states should be proportionally represented in order to have an appropriate representation of nationals from all member states;


### 20. notes that the centre has a information system security policy (issp) and multiple security standards in place and is working closely with cert-eu on enhancing its cyber-security; calls on the centre to prepare for the update of its issp in light of the upcoming two union regulations on cybersecurity and information security in union institutions and bodies; ### 20. notes that the centre has an information system security policy (issp) and multiple security standards in place and is working closely with cert-eu on enhancing its cyber-security; calls on the centre to prepare for the update of its issp in light of the upcoming two union regulations on cybersecurity and information security in union institutions and bodies; also encourages the centre to offer systematic updated cybersecurity-related training programmes to all of its staff , including management , as this is a key element in an effective cyber security framework;


### a. whereas education is a fundamental right that should be equally accessible to all; whereas the pillar of social rights states that everyone has the right to quality and inclusive education in order to participate fully in society; ### a. whereas education is a fundamental right that should be equally accessible for free to all; whereas the pillar of social rights states that everyone has the right to quality and inclusive education in order to participate fully in society;


### b. whereas new systemic changes such as the climate crisis , supranational political integration and the digital shift require the corresponding adaptation of educational systems , including citizenship education; ### b. whereas new systemic changes such as the climate crisis , supranational political integration and the digital shift require the corresponding adaptation of educational systems , including citizenship education; whereas the green transition calls for expanding citizenship education to include the need to act responsibly not only within a given community or society but towards the planetas a whole; whereas the digital shift opens new opportunities for active citizenship and democratic participation online but also encompasses risks and threats posed by misinformation and disinformation; whereas active digital citizenship should take into account and address the digital gap among generations;


### b. whereas new systemic changes such as the climate crisis , supranational political integration and the digital shift require the corresponding adaptation of educational systems , including citizenship education; ### b. whereas new systemic changes such as the climate crisis , supranational political integration , the pandemic , social and territorial gaps and the digital shift require the corresponding adaptation of educational systems , including citizenship education;


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


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


### 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;


### f. whereas the commission has failed to undertake any substantial initiative of systemic nature in this strategic field; ### f. whereas the commission has failed to undertake any substantial initiative of systemic nature in this strategic field; whereas the commission should do more in increasing the level of information about the european union and specific rights and obligations;


### 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 , methods , tools , content , competences and care; underlines the important role played by teachers and educators in delivering citizenship education and calls for their active involvement in the process of establishment of a common framework at european level; calls for the creation of a specific framework of competences on citizenship education in partnerships with european universities and eu affairs experts;


### 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;


### 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;


### 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; regrets citizenship education is unequally treated between and within member states and underlines the need to reduce the gaps currently existing , notably for rural , remote , mountain and social disadvantaged areas;


### 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 an increase in the current level and quality 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 member states; recalls that initial and continuous teacher and educators training must be a priority in the field of citizenship education; underlines the need to include this type of training modules in the teacher’s academies program and insists of the need to provide adequate tools , methods , materials , in physical or digital format , for every teacher or educator across europe;


### 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 vocational education and training; ; calls for the inclusion of citizenship education at all level of education , adapted to the specific characteristics and need , from early education to university and seniors education and learning;


### 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; calls for a multi-stakeholder approach leading to the creation of specific citizenship education platforms of all relevant stakeholders – social partners , civil society , local authorities – and their involvement in the process of teaching and developing citizenship education;


### 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 , targets , actions and benchmarks and regrets the rejection by the commission of several pilot projects proposed by the european parliament in this direction; concludes that citizenship education policies suffer from an implementation gap and calls upon the commission to approve the pilot projects proposed by the european parliament designed to strengthen citizenship education;


### 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 have not been able to provide substantial and effective support for eu and global citizenship education; calls for the inclusion in the rrf and the educational programs financed with eu funds of specific targets related to citizenship education;


### 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 have not been able to provide substantial and effective support for eu and global citizenship education; calls on the european commission and member states for funds to reinforce eu programmes supporting education and citizenship education;


### 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;


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


### 11. notes that some member states acknowledge the positive influence of eu policy developments in fostering educational change in the area of citizenship education; ### 11. notes that some member states acknowledge the positive influence of eu policy developments in fostering educational change in the area of citizenship education; underlines the need for extensive cooperation between member states , local actors , educators and eu affairs experts in order to create synergies between practices and methods applied across europe;


### 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;


### 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;


### 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 and calls for the involvement of the european parliament in the process;


### 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;


### 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;