### 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 natural , cultural and mixed heritage and memory sites of environmental and historical significance for the union and the host countries as an integral part of any erasmus + and european solidarity corps mobility opportunity;


### 18. calls for a comprehensive european strategy on european civic and citizenship education , as well as the creation of supporting platforms to promote its implementation , focusing notably on shared eu democratic values and principles; ### 18. calls for a comprehensive european strategy on european civic and citizenship education , as well as the creation of supporting platforms to promote its implementation , focusing notably on shared eu democratic values and principles – such as human dignity , democracy , the rule of law , human rights , equality , tolerance and the respect of diversities - with the aim of enhancing citizens’ understanding of the eu institutions and decision-making process and of eu policies , raising awareness of the benefits , rights and obligations of eu citizenship , advancing knowledge of the european integration process , how to actively participate in the eu’s democratic processes and of reinforcing a common sense of belonging;


### 18. calls for a comprehensive european strategy on european civic and citizenship education , as well as the creation of supporting platforms to promote its implementation , focusing notably on shared eu democratic values and principles; ### 18. calls for a comprehensive european strategy on european civic and citizenship education , as well as the creation of supporting platforms to promote its implementation , focusing notably on shared eu democratic values and principles; calls for the creation of an european agency or permanent structure in charge of creating synergies at european level on citizenship education , managing eu resources allocated in this direction and coordinating efforts on common methods , practices , tools and content;


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


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


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


### 20. asks the commission to propose a recommendation containing indicative primary and secondary school curricula on the eu and global civic education for its voluntary adoption by the member states , in full respect of treaty provisions; believes that said common demonstrative curricula should foster a better understanding of the existing eu institutions , the european electoral and decision-making processes , and the history and cultures of member states and the common links between them , combining different pedagogical approaches and methods , including theoretical and project-based learning; ### 20. asks the commission to propose a recommendation containing indicative primary and secondary school curricula on the eu and global civic education for its voluntary adoption by the member states , in full respect of treaty provisions; in particular article 165 tfeu , developed jointly with member states’ experts , teachers , students , and the wider educational community , and accompanied by incentive measures for its uptake; believes that said common demonstrative curricula should foster a better understanding of the existing eu institutions , the european electoral and decision-making processes , and the history and cultures of member states and the common links between them , combining different pedagogical approaches and methods , including theoretical and project-based learning;


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


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


### 21. calls for the establishment of a new eu agency on citizenship education to improve accessibility to and the quality of citizenship education in all member states and to support the development of a european dimension in citizenship education; ### 21. reiterates the call of the parliament and the recommendations of the citizens panel and of the online platform of the conference on the future of europe for rapid the establishment of a new specific eu agency on citizenship education to improve accessibility to and the quality of citizenship education in all member states and to support the development of a european dimension in citizenship education for all ages;


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


### 22. considers the conference on the future of europe a timely opportunity to hold a multilevel discussion on policy development in the area of education and culture; calls on the member states and the commission to embrace and take forward the concluding reports of the conference’s working group on education , culture , youth and sport; ### 22. considers the conference on the future of europe a timely opportunity to hold a multilevel discussion on policy development in the area of education and culture; believes that a reform of the treaties is needed to increase the educative competences of the european union aiming to achieve shared competences in this field; calls on the member states and the commission to embrace and take forward the concluding reports of the conference’s working group on education , culture , youth and sport;


### 22. considers the conference on the future of europe a timely opportunity to hold a multilevel discussion on policy development in the area of education and culture; calls on the member states and the commission to embrace and take forward the concluding reports of the conference’s working group on education , culture , youth and sport; ### 22. considers the conference on the future of europe a timely opportunity to hold a multilevel discussion on policy development in the area of education , youth and culture; calls on the member states and the commission to embrace and take forward the concluding reports of the conference’s working group on education , culture , youth and sport;


### b. whereas the 2018 european year of cultural heritage promoted culture and cultural heritage; ### b. whereas the 2018 european year of cultural heritage promoted culture and cultural heritage; whereas cultural heritage can act as a catalyst for a long-term sustainable economic recovery , sustainable tourism and regional development , enhancing the involvement of local communities;


### b. whereas the 2018 european year of cultural heritage promoted culture and cultural heritage; ### b. whereas the 2018 european year of cultural heritage supported and promoted culture and cultural heritage;


### c. whereas the cultural and creative sectors and industries (ccsi) represent 4.4 % of eu gdp and employ around 7.6 million people16 ; ### c. whereas the cultural and creative sectors and industries (ccsi) represent at least 4.4 % of eu gdp and employ around 7.6 million people; whereas over 90% of ccs companies are small- and medium-sized enterprises , and 33% of the workforce are self-employed 16a; whereas the cultural and creative sectors only recoup a minimal share of the economic value they generate , negatively impacting cultural and creative workers;


### d. whereas the impact of the covid-19 pandemic on the european ccsi has been dramatic but has been uneven across sectors; ### d. whereas the impact of the covid-19 pandemic on the european ccsi has been dramatic with a loss of 31% of its turnover and has exacerbated the challenges faced by the sectors , in particular the living and working conditions of artists and cultural workers;


### d. whereas illiberal and authoritarian regimes attempt to redefine international rules and values by challenging their universality and claiming them to be a weapon of cultural hegemony deployed by the eu; ### d. whereas illiberal and authoritarian regimes attempt to redefine international rules and values by challenging their universality and claiming them to be a weapon of cultural hegemony deployed by the eu; whereas these above-mentioned regimes attempt to identify the eu as a neo-colonial actor in their discourse worldwide; highlights that these regimes actions are far-reaching globally and attempt to re-define international rules and multilateralism;


### 1. acknowledges the efforts of the commission and the european external action service to implement the eu strategy for international cultural relations , demonstrating the eu’s added value and advancing cultural cooperation with partner countries; ### 1. acknowledges the efforts of the commission and the european external action service to implement the joint communication “towards an eu strategy for international cultural relations" , demonstrating the eu’s added value and advancing cultural cooperation with partner countries , as well as to develop a closer model for cooperation with member states , national institutes for culture (eunic) , private and public operators from the eu and its partner countries;


### 1. reaffirms that culture is a key element of sustainable development and an integral component of its social , economic and environmental dimensions , and long-term societal changes; recalls that culture is instrumental in the implementation of the 2030 un agenda and calls for strengthening the contribution of cultural actors to sustainable development through participation in enhanced dialogue , professional networks and multi-stakeholder partnerships; ### 1. reaffirms that culture is a key element of sustainable development and an integral component of its social , economic and environmental dimensions , and long-term societal changes and evolution , and of the stability and sustainability of communities; recalls that culture is instrumental in the implementation of the 2030 un agenda and calls for strengthening the contribution of cultural actors to sustainable development through participation in enhanced and inclusive dialogue , professional networks and multi-stakeholder partnerships;


### 2. welcomes the development of the cultural relations platform and the joint implementation of programmes allowing cultural actors and public stakeholders to develop innovative ideas and concrete projects , finance cultural relations and facilitate networks; ### 2. welcomes the creation of focal points in eu delegations , the development of the cultural relations platform and the joint implementation of programmes allowing cultural actors and public stakeholders to develop innovative ideas and concrete projects , finance cultural relations and facilitate networks;


### 3. calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries; ### 3. calls to strengthen the role of eu delegations in eu international cultural relations and its focal points , including by the allocation of the necessary resources and by developing a tailor-made international cultural relations list of activities and programmes for eu delegations to implement with the appropriate resources; calls for the development of strategies based on international cultural relations for eu delegations and other eu actors in their relations with third countries;


### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to facilitate cultural cooperation with local actors and academia in third countries; ### 4. calls for the allocation of the necessary budgetary and personnel resources to the eu’s international cultural relations and cultural diplomacy in order to strengthen eu's action in this regard and facilitate cultural cooperation with local actors and academia in third countries; considers that the eeas and the european commission should be able to pull resources when needed from geographical envelopes in the global europe instrument;


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


### 1. recalls that freedom of expression is a fundamental human right enshrined in article 19 of the universal declaration of human rights and includes the freedom to hold opinions and to receive and impart information and ideas without interference by public authorities and regardless of frontiers; deplores , however , that some governments and individuals in positions of power around the globe are systematically threatening this right; ### 1. recalls that freedom of expression is a fundamental human right enshrined in article 19 of the universal declaration of human rights and includes the freedom to hold opinions and to receive and impart information and ideas without interference by public authorities or commercial entities and regardless of frontiers; deplores , however , that some governments , commercial entities and individuals in positions of power around the globe are systematically threatening this right;


### 2. notes with regret that there has been a rise in violence towards journalists and media professionals , which is increasingly happening in countries officially at peace and is creating a general sense of insecurity; deplores that 57 journalists have been killed in 20221 , 78 journalists are being held hostage and 478 journalists are currently imprisoned2 ; demands that all detained journalists be released immediately; ### 2. notes with regret that there has been a rise in violence towards journalists and media professionals , which is increasingly happening in countries officially at peace including in the european union and is creating a general sense of insecurity; deplores that 63 journalists have been killed between the 6th of january and the 20th of november 20221 , 78 journalists are being held hostage and 478 journalists are currently imprisoned over the world2 ; demands that all detained journalists be released immediately;


### 3. highlights that the freedom of media and media pluralism have increasingly come under threat in recent years with globalisation of media streams , and that disinformation and propaganda are growing trends in the media landscape worldwide; notes that this trend has been intensified by the covid-19 pandemic and the war against ukraine; believes that this situation should be considered a general threat to the values the european union stands for as a global actor and to democracy as a whole; ### 3. highlights that the freedom of media and media pluralism have increasingly come under threat in recent years with the combined effects of digitalisation and related evolving revenue models , market consolidation and globalisation of media streams , and that hate speech , disinformation and propaganda are growing trends in the digital or online media landscape worldwide; notes that this trend has been exemplified by the covid-19 pandemic and the war of aggression against ukraine; believes that this situation puts at risk the values the european union stands for as a global actor and to democracy as a whole; recalls that a strong and independent media landscape requires economic sustainability of the media; in this context , welcomes the eu media and audiovisual action plan specific actions such as ‘news’1a , aimed at facilitating access to finance through loans and equity finance for media services organisations , and countering the emergence of ‘news deserts’;


### 3. highlights that the freedom of media and media pluralism have increasingly come under threat in recent years with globalisation of media streams , and that disinformation and propaganda are growing trends in the media landscape worldwide; notes that this trend has been intensified by the covid-19 pandemic and the war against ukraine; believes that this situation should be considered a general threat to the values the european union stands for as a global actor and to democracy as a whole; ### 3. highlights that the freedom of media and media pluralism have increasingly come under threat in recent years with globalisation of media streams , and that disinformation and propaganda are growing trends in the media landscape worldwide; notes that this trend has been intensified by the covid-19 pandemic and the war against ukraine; emphasizes that such phenomena can also have the effect of reducing trust in public institutions as well as affect legitimate media outlets and journalists; believes that this situation should be considered a general threat to the values the european union stands for as a global actor and to democracy as a whole;


### 4. calls on the eu and the member states to re-evaluate the profound links between media freedom and democracy and identify pathways to rebuild safe spaces for information and communication with a particular focus on education for information and media literacy; ### 4. stresses the essential role of education in ensuring critical thinking and the capacity to discern information , especially in the online environment; calls on the eu and the member states to re-evaluate the profound links between media freedom and democracy and identify pathways to rebuild safe spaces for information and communication with a particular focus on education for information and media literacy; reiterates its call for media education to be included in formal and informal settings in order to foster media literacy , skills and competences from an early age;


### 4. calls on the eu and the member states to re-evaluate the profound links between media freedom and democracy and identify pathways to rebuild safe spaces for information and communication with a particular focus on education for information and media literacy; ### 4. calls on the eu and the member states to identify pathways to rebuild safe spaces for information and communication including in the digital sphere , with a particular focus on fact-checking tools for media professionals and the spreading of best practices in the profession , making best use of new technologies such as the journalism trust initiative 1a , professional training on digital skills , as well as empowering citizens through education on information and media literacy;


### 5. believes that in order to improve its external governance , the eu needs to lead by example and deliver on its domestic media policy ambitions; welcomes , in this context , the adoption of the digital services act3 , and the recently published proposals for a directive against ‘strategic lawsuits against public participation’ (the anti-slapp directive) (com(2022)0177) and the european media freedom act (com(2022)0457) , which are signs the eu is taking a more robust approach to media policies; ### 5. believes that in order to improve its external governance , the eu needs to lead by example and deliver on its domestic media policy ambitions with full coherence and consistency; welcomes , in this context , the adoption of the digital services act3 , and calls for effective measures to be introduced in the future directive against ‘strategic lawsuits against public participation’ (the anti-slapp directive) (com(2022)0177) , including training and funding for journalists and lawyers to be able and better defend journalists , and in the recently published european media freedom act (com(2022)0457) and accompanying recommendation1a ; believes these texts are signs the eu is taking a more robust approach to media policies; takes the view that these could be inspirational for other regions in the world and contribute to set positive global standards;


### 5. reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear; ### 5. reiterates its concern about the lack of specific legal or policy frameworks protecting journalists and media workers from violence , threats and intimidation at global scale; calls on public figures and authority representatives to refrain from denigrating journalists in public , as this undermines trust in the media across society; underlines the important role of journalists in reporting on protests and demonstrations and calls for them to be protected so that they can carry out their jobs without fear; calls on third countries to enact legislation and policies with the objective of preventing , protecting and prosecuting cases of repression of journalists , as well as to involve them in these processes so their experiences and knowledge can be reflected in the outcome;


### 6. calls on the commission to include suspension mechanisms in the eu’s multilateral and bilateral partnership or trade agreements; invites the commission to support and monitor media freedom and use targeted sanctions or suspend agreements in the event of persistent and systematic violation of media freedom; ### 6. calls on the commission to include suspension mechanisms in the eu’s multilateral and bilateral partnership or trade agreements; invites the commission to support and monitor media freedom and use targeted sanctions or suspend agreements in the event of persistent and systematic violation of media freedom; calls on the commission to make access to eu funds for media and news organisations conditional to the fulfilment of their duty of care , in particular , by complying with paragraph 16 of the recommendations on the protection of journalism and safety of journalists and other media actors from the council of europe;


### 6. calls on the commission to include suspension mechanisms in the eu’s multilateral and bilateral partnership or trade agreements; invites the commission to support and monitor media freedom and use targeted sanctions or suspend agreements in the event of persistent and systematic violation of media freedom; ### 6. calls on the commission to include suspension mechanisms in the eu’s multilateral and bilateral partnership or trade agreements; invites the commission to support and monitor media freedom and use targeted sanctions or suspend agreements in the event of persistent and systematic violation of media freedom , including when these violations are taking place in the european union;


### 6. deplores the fact that journalists and media workers often work in precarious conditions , which compromises their ability to work in a safe and enabling environment; stresses that adequate working conditions for journalists and media workers are crucial to fostering high-quality journalism , allowing journalists to fulfil their missions and upholding the right to information and the right to be informed; ### 6. deplores the fact that journalists and media workers often work in precarious conditions , as well as temporary and unstable contracts , which compromise their ability to work in a safe and enabling environment; underlines the precarity of employment conditions for journalists , specially in times of conflict , where they are underpaid , overexploited and sent without the necessary protection; stresses that adequate working conditions for journalists and media workers are crucial to fostering high-quality journalism , allowing journalists to fulfil their missions and upholding the right to information and the right to be informed;


### 7. recalls that the russian disinformation campaign before and during the war on ukraine has triggered urgent sanctions that are partially being evaded by state media; calls therefore for an appropriate and sustainable legal framework establishing a free information space protection mechanism based on the reciprocity of openness requirements; believes that this mechanism should be built on two pillars: 1) equal treatment – for all audio-visual outlets broadcasting on eu territory; 2) reciprocity – openness of public space for eu broadcasters in third countries and territories. ### 7. recalls that the russian disinformation campaign before and during the war on ukraine has triggered urgent sanctions that are partially being evaded by state controlled media outlets ; calls therefore for an appropriate and sustainable legal framework establishing a free information space protection mechanism based on the reciprocity of openness requirements; believes that this mechanism should be built on two pillars: 1) equal treatment – for all audio-visual outlets broadcasting on eu territory; 2) reciprocity – openness of public space for eu broadcasters in third countries and territories.


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


### e. whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability; ### e. whereas recent years have shown a growing pattern of intimidation aimed at silencing journalists , in particular war correspondents and investigative journalists working to expose corruption; whereas this is a situation that requires urgent action to uphold the essential role of the independent media in ensuring transparency and accountability;


### i. whereas according to the committee to protect journalists , in 2022 , 66 journalists were killed and 64 were reported missing; ### i. whereas according to the committee to protect journalists , in 2022 , 66 journalists were killed and 64 were reported missing; whereas , in line with the data published by reporters without borders (rsf) , 1 ,668 journalists have been killed worldwide in connection with their work between 2003 and 2022 and a total of 533 journalists are detained in accordance with rsf’s 2022 annual round-up of violence and abuses against journalists;


### r. whereas transparency of media ownership is an absolute precondition for ensuring media pluralism and independent journalism; ### r. whereas transparency of media ownership and funding is an absolute precondition for ensuring media pluralism and independent journalism;


### s. whereas female journalists face gender-specific forms of violence , such as sexual and online harassment; whereas online harassment and abuse are often highly sexualised , based not on the content of victims’ work , but on their physical traits , cultural backgrounds or private lives; whereas these threats may lead female journalists to self-censor and have a chilling effect on press freedom and freedom of expression; whereas experts have consistently found evidence that women are in the minority across media sectors , particularly in creative roles , and are severely underrepresented at senior decision-making levels; ### s. whereas female journalists face gender-specific forms of violence , such as sexual and online harassment; whereas online harassment and abuse are often highly sexualised , based not on the content of victims’ work , but on their physical traits , cultural backgrounds or private lives; whereas these threats may lead female journalists to self-censor and have a chilling effect on press freedom and freedom of expression; whereas experts have consistently found evidence that women are in the minority across media sectors , particularly in creative roles , and are severely underrepresented at senior decision-making levels; whereas misogyny behaviour and gender-based violence against women journalists online cannot be tolerated or normalised; whereas sexist hate speech is stigmatising , generates fear and shame , as well as psychological , professional and reputational damage , it also raises concerns related to digital privacy and security threats; whereas in extreme cases , online threats that are not criminalised can escalate to physical violence , harassment and abuse in offline contexts;


### t. whereas in several countries , strategic lawsuits against public participation (slapps) are used by political and financial actors for the purpose of silencing critical voices or scaring journalists into halting investigations into corruption and other matters of public interest; whereas this is especially common in countries with defamation or libel laws that are easier to abuse; ### t. whereas in several countries , strategic lawsuits against public participation (slapps) are used by political and financial actors for the purpose of silencing critical voices or scaring journalists into halting investigations into corruption and other matters of public interest; whereas this is especially common in countries with defamation or libel laws that are easier to abuse , as well in countries ruled by authoritarian regimes;


### u. whereas the spread of misinformation , fake news , propaganda and disinformation creates a climate of global scepticism among the population with regard to information in general , which exposes journalists to distrust and poses a threat to freedom of information , democratic debate and the independence of the media , and has increased the need for high-quality media sources; ### u. whereas the spread of misinformation , fake news , propaganda and disinformation creates a climate of global scepticism among the population with regard to information in general , which exposes journalists to distrust and poses a threat to freedom of information , democratic debate and the independence of the media , and has increased the need for high-quality media sources; whereas the public online space of journalistic information needs to be distinguished from other online environments that don’t follow the same legislation , rules and ethics of journalism; whereas the online space should be regulated in order to protect journalists and citizens from propaganda , fake news and disinformation;


### 10. condemns , in the strongest possible terms , the attempts by public authorities to silence independent media or undermine their freedom and pluralism; warns against practices that indirectly subdue such media by means of financial patronage and condemns , in particular , attempts to control media public service; ### 10. condemns , in the strongest possible terms , the attempts by public authorities to silence independent media or undermine their freedom and pluralism; warns against practices that indirectly subdue such media by means of financial patronage and condemns , in particular , attempts to control media public service; deplores the adoption by third countries of so-called foreign agents laws which are being used to silence and repress journalism; stresses that the eu must uphold the protection of journalist and freedom of opinion and expression as one of its main priorities , and to this end , lead a pact and work in alliance with other democracies and like-minded partners;


### 11. condemns the use of slapps to silence or intimidate journalists and outlets and to create a climate of fear to suppress their reporting; welcomes , in this regard , the commission proposal for a directive against slapps targeting journalists in the eu , and asks the commission and the european external action service (eeas) to encourage third countries , principally like-minded partners who have not yet done so , to take similar initiative at national level and to engage on this matter at international level; ### 11. condemns the use of slapps to silence or intimidate journalists and outlets and to create a climate of fear to suppress their reporting; welcomes , in this regard , the commission proposal for a directive against slapps targeting journalists in the eu , and asks the commission and the european external action service (eeas) to encourage third countries , principally like-minded partners who have not yet done so , to take similar initiative at national level and to engage on this matter at international level; calls for additional support in legal assistance for journalists being the target of slapps , and for the eu to develop comprehensive guidelines for prosecutors tackling slapps and to provide them and judges with training on the matter;


### 12. welcomes actions aiming to raise awareness about the full range of eu and other international protection mechanisms and tools that can be urgently deployed in support of journalists in danger that are already available to eu/un staff , organisations devoted to the protection of journalists and civil society organisations (csos); ### 12. welcomes actions aiming to raise awareness about the full range of eu and other international protection mechanisms and tools that can be urgently deployed in support of journalists in danger that are already available to eu/un staff , organisations devoted to the protection of journalists and civil society organisations (csos); recalls the member states that the humanitarian visas can be used as a mechanism of protection and safety of journalists in danger under circumstances of war or conflict;


### 14. insists on enhancing collaboration between online platforms and law enforcement authorities so as to effectively address the spread of messages that incite hatred or instigate violence towards journalists and media workers , taking into account the fact that women are particularly targeted; stresses the importance of promptly removing online comments or reactions that undermine the safety of journalists in order to curb their uncontrolled spread; ### 14. insists on enhancing collaboration between online platforms , governments and law enforcement authorities so as to effectively address the spread of messages that incite hatred or instigate violence towards journalists and media workers , taking into account the fact that women are particularly targeted; calls on the need to implement measures to protect journalists from online and gender-based violence on social media and other digital platforms; stresses the importance of promptly removing online comments or reactions that undermine the safety of journalists in order to curb their uncontrolled spread;


### 14. insists on enhancing collaboration between online platforms and law enforcement authorities so as to effectively address the spread of messages that incite hatred or instigate violence towards journalists and media workers , taking into account the fact that women are particularly targeted; stresses the importance of promptly removing online comments or reactions that undermine the safety of journalists in order to curb their uncontrolled spread; ### 14. insists on enhancing collaboration between online platforms and law enforcement authorities so as to effectively address the spread of messages that incite hatred or instigate violence towards journalists and media workers , taking into account the fact that women are particularly targeted; stresses the importance of promptly removing online comments or reactions that undermine the safety of journalists in order to curb their uncontrolled spread; urges third countries authorities to investigate and prosecute cases of online harassment and abuse;


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


### 16. calls on the commission and the eeas to always weigh the option of voiced public action against silent diplomacy; highlights the importance of building civil society’s understanding of the eu delegations’ modus operandi; encourages , in this regard , the eu delegations to make , to the extent possible , more public statements , both pre-emptively and in response to serious violations of or restrictions on the right to the freedom of opinion and expression; ### 16. calls on the commission and the eeas to always weigh the option of voiced public action against silent diplomacy; highlights the importance of building civil society’s understanding of the eu delegations’ modus operandi; encourages , in this regard , the eu delegations to make , to the extent possible , more public statements , both pre-emptively and in response to serious violations of or restrictions on the right to the freedom of opinion and expression; recalls the importance of the eu delegations in this regard as those implementing the eu mechanism for protection of human rights defenders , which includes journalists , as well as eu dedicated programmes to support independent media and journalists’ safety; highlights the need for the eeas and the eu delegations to count with the appropiate financial and personnel resources in order to better tackle the challenges that journalists face worldwide;


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


### 1. believes that financial assistance in education is a prerequisite to eliminate poverty and enhance human well-being , especially at a time when public resources are increasingly constrained with competing demands in sectors such as health and education; ### 1. believes that financial assistance in education is a prerequisite to eliminate poverty and enhance human well-being , especially at a time when public resources are increasingly constrained with competing demands in sectors such as health and education; calls for a global partnership for education , that harmonises education systems and establishes a set of international standards for education;


### 1. believes that financial assistance in education is a prerequisite to eliminate poverty and enhance human well-being , especially at a time when public resources are increasingly constrained with competing demands in sectors such as health and education; ### 1. believes that effective financial assistance in education is a prerequisite to eradicate poverty and enhance human well-being , especially at a time when public resources are increasingly constrained with competing demands in sectors heavily affected such as health and education;


### 1. stresses the importance of giving every child the opportunity to go back to school and calls on the commission , the european external action service (eeas) and the member states to support the authorities of third countries in prioritising school reopening in their recovery plans , including support for teachers to help children catch up with lost learning and support for children’s wellbeing , as schools are critical for children’s learning , safety , health , nutrition and overall wellbeing; ### 1. stresses the importance of giving every child the opportunity to go back to school and calls on the commission , the european external action service (eeas) and the member states to support the authorities of third countries in prioritising school reopening in their recovery plans , including support for teachers to help children catch up with lost learning and support for children’s wellbeing , as schools are critical for children’s learning , safety , health , nutrition and overall wellbeing; calls , furthermore , on the commission , the eeas and the member states to support third-country authorities in developing and implementing digital teaching and learning methods and to guarantee publicly funded internet access for all;


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


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


### 3. calls on the commission to develop methodologies and guidelines that enhance the ability of its aid projects to reach girls by tackling barriers to quality , safe and inclusive education and training at all levels and by supporting the collection of disaggregated data , by gender and age , to better tailor responses to different subgroups of learners; ### 3. calls on the commission to develop methodologies and guidelines that enhance the ability of its aid projects to reach all learners , including girls , learners from disadvantaged backgrounds and with special educational needs , by tackling barriers to quality , safe and inclusive education and training at all levels and by supporting the effective monitoring of comparable data , disaggregated by gender and age , to better tailor responses to different subgroups of learners;


### 3. calls on the member states to increase their contributions to the un covax programme to ensure access to covid-19 vaccines for third countries in order to allow them to put national covid-19 vaccination campaigns in place that are in line with the guidelines set by competent national public health authorities and the world health organization , so as to ensure a speedy return to schools; ### 3. calls on the member states to increase their contributions to the un covax programme to ensure access to covid-19 vaccines for third countries in order to allow them to put national covid-19 vaccination campaigns in place that are in line with the guidelines set by competent national public health authorities and the world health organization , so as to ensure a speedy return to schools; urges the european union to work closely with its transatlantic partner and its allies in order to boost the global supply of covid-19 vaccines , ensuring a fair distribution to the countries and the populations that are most in need;


### 3. emphasises that the covid-19 pandemic has amplified the existing vulnerabilities in social services in africa , in particular in the field of education; ### 3. emphasises that the covid-19 pandemic has amplified the existing vulnerabilities in social services in africa and in many developing countries , in particular in the field of education; underlines that the cost of school closures on students’ learning , health and well-being has been devastating and that the repercussions on children , their family , their community and economies could last for years;


### 4. draws attention to the potential of online platforms such as etwinning and teacher academies under erasmus+ in order to empower teachers , even beyond the eu , to help them communicate with their peers , exercise their professionalism and benefit from professional learning opportunities; ### 4. draws attention to the potential of online platforms such as etwinning and teacher academies under erasmus+ in order to further empower teachers to help them communicate with their peers , exercise their professionalism and benefit from professional learning opportunities;


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


### 4. acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to empower young people and to support sustainable economic growth in africa , and that in the long term , it indirectly paves the way to eradicating poverty; ### 4. acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to empower young people and to support sustainable economic growth in africa and in all developing countries , and that in the long term , it directly and strongly contributes to eradicating poverty , and to closing the education gender gap and to reducing child marriage and child labour;


### 5. calls for the acceleration of north-south and south-north knowledge exchanges and mobility at all levels of education , while acknowledging the complex nature of the history of north-south relationships and emphasising the importance of promoting heritage , cultural identity , history and art through education; ### 5. calls for the acceleration of north-south and south-north knowledge exchanges and mobility at all levels of education , while acknowledging the complex nature of the history of north-south relationships and emphasising the importance of promoting heritage , cultural identity , global citizenship education , history and art through education; calls for a european education plan in complementarity with the european education area focused on investment in education designing to reduce gaps and ensure the adaptation of education to the current and future challenges related to the pandemic , digital and green transformation;


### 5. calls for the acceleration of north-south and south-north knowledge exchanges and mobility at all levels of education , while acknowledging the complex nature of the history of north-south relationships and emphasising the importance of promoting heritage , cultural identity , history and art through education; ### 5. calls for the acceleration of knowledge exchanges and mobility at all levels of education between and within countries and regions and emphasises the importance of promoting teaching of contested history , cultural heritage and art through education;


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


### 5. underlines that access to quality education for all must be ensured regardless of socio-economic status , cultural background , religion and the rural-urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage; ### 5. underlines that access to quality education for all must be ensured regardless of socio-economic status , gender , cultural and geographical background , religion and the rural-urban divide; notes the particular importance of a gender equality based approach in accessing quality education and of addressing the issue of dropping out of school at an early stage; underlines that a special attention should be given to disadvantaged groups in order to guarantee the right to education for all , also through support for the most vulnerable families;


### 6. stresses the importance of vocational education and training , particularly for children in third countries , to help them find stable work and give them and their families a reason to finish school. ### 6. stresses the importance of vocational education and training for all learners; believes that access to vocational education and training for learners in third countries represents a fundamental additional choice , which would help them to successfully manage the transition into the labour market and give them and their families a reason to finish school.


### 6. stresses the importance of vocational education and training , particularly for children in third countries , to help them find stable work and give them and their families a reason to finish school. ### 6. stresses the importance of vocational education , non-formal education , mentoring and training , particularly for children in third countries , to help them find stable work and give them and their families a reason to finish school.


### a. whereas almost five million people globally have died because of the covid-19 pandemic , prompting governments all over the world to enact extraordinary measures to contain the spread of the covid-19 virus , including closing schools and limiting access to educational facilities; ### a. whereas almost five million people globally have died because of the covid-19 pandemic , prompting governments all over the world to enact extraordinary measures to contain the spread of the covid-19 virus , including closing schools and limiting access to educational facilities; whereas there are other crises , such as the climate crisis , which still need to be addressed;


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


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


### g. whereas school closures have a large economic impact as they prevent children and youth from developing necessary skills and accessing higher and/or tertiary education , which leads to them entering the labour market upon completion of their education without the required skills , giving rise to learning losses and increases in inequality; ### g. whereas school closures have a large economic impact as they prevent children and youth from developing necessary skills and accessing higher and/or tertiary education , which leads to them entering the labour market upon completion of their education without the required skills and with fewer opportunities , frequently giving rise to unemployment and hence increases in inequality;


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


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


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


### 7. calls on the commission , the eeas and the member states to support the authorities of third countries in proactively issuing guidance on best practices in remote learning , and in ensuring that appropriate and safe tools , curricula and technology are used and are made accessible to children from low-income families , marginalised children and children with disabilities or learning difficulties , children in alternative care , and children living in remote areas or in environments where they are deprived of liberty or where internet access is not ubiquitous; reiterates the importance of digital learning as a great equaliser that enables educational institutions to reach all children at speed and scale , while at the same time fostering partnerships and working with a wide range of actors from civil society as well as the public and private sectors; ### 7. calls on the commission , the eeas and the member states to support the authorities of third countries in proactively issuing guidance on best practices in remote learning , and in ensuring that appropriate and safe tools , curricula and technology are used and are made accessible to children from low-income families , marginalised children and children with disabilities or learning difficulties , children in alternative care , and children of indigenous peoples living in remote areas or in environments where they are deprived of liberty or where internet access is not ubiquitous; reiterates the importance of digital learning as a great equaliser that enables educational institutions to reach all children at speed and scale , while at the same time fostering partnerships and working with a wide range of actors from civil society as well as the public and private sectors; stresses , in this regard , that children’s privacy and the protection of personal data must be guaranteed in connection with all digital tools and that due account must be taken of gender-responsive content and the different realities of children’s lives;


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


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


### 10. calls on the commission and the eeas to support the governments of third countries in building stronger gender-responsive education systems; ### 10. calls on the commission and the eeas to support the governments of third countries in building stronger gender-responsive education systems; women’s access to education has been established as a fundamental right by the un; priority to increase girls’ education should be a central policy target of the eu and the international development community;


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


### 13. stresses the importance of including vocational training and ‘second chance programmes’ in the recovery plans to help children and young people enter the labour market; ### 13. stresses the importance of including vocational training and ‘second chance programmes’ in the recovery plans to help children and young people enter the labour market; calls on the commission , the eeas , the member states and third countries to generate desirable future prospects for the young generation;


### 14. highlights the importance of preparing and supporting teachers , empowering them to address learning losses among their students and to incorporate digital technology into their teaching; ### 14. highlights the importance of preparing and supporting teachers , empowering them to address learning losses among their students to be able to respond to their individual social , family and mental conditions , and to incorporate digital technology into their teaching;


### 15. considers that national governments – and their competent national authorities – must communicate with children in a child-friendly manner to explain the measures taken to limit the spread of covid-19; ### 15. considers that national governments – and their competent national authorities – must communicate with children in a child-friendly manner to explain the measures taken to limit the spread of covid-19 to raise awareness about the impact , risks and threats of covid-19 and to inform children of their rights;


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


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


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


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


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


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


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


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


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


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


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


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


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


### 7. acknowledges that racism is inherently a matter of culture , heritage and norms; highlights , therefore , the role that culture can play in combating discrimination and racism; ### 7. acknowledges the powerful role that culture has in combating discrimination and racism;


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


### 9. calls on the commission and the member states to improve monitoring and evaluation , including by testing and sharing participatory tools , which can demonstrate the effects of promoting inclusion and non-discrimination and combating racism through culture and help to create more inclusive policies; ### 9. calls on the commission and the member states to improve the sharing of best practices , monitoring and evaluation , including by testing and sharing participatory tools , which can demonstrate the effects of promoting inclusion and non-discrimination and combating racism through culture and help to create more inclusive policies;


### 9. calls on the commission and the member states to improve monitoring and evaluation , including by testing and sharing participatory tools , which can demonstrate the effects of promoting inclusion and non-discrimination and combating racism through culture and help to create more inclusive policies; ### 9. calls on the commission and the member states to improve monitoring , evaluation and exchange of best-practices , including by testing and sharing participatory tools , which can demonstrate the effects of promoting inclusion and non-discrimination and combating racism through culture and help to create more inclusive policies;


### 10. welcomes the recent report by the open method of cooperation (omc) working group of member states’ experts on gender equality in the cultural and creative sectors; calls on the omc working group to produce a study on the role that culture plays in promoting racial equality within the cultural and creative sectors; ### 10. welcomes the recent report by the open method of cooperation (omc) working group of member states’ experts on gender equality in the cultural and creative sectors; calls on the omc working group to produce a study on the role that culture and the creative sector play in promoting racial equality within the cultural and creative sectors;


### 11. welcomes the acknowledgement by certain member states of the need to restore cultural works and artefacts to their places of origin; encourages the development of eu guidelines on restitution and calls for member states to continue or to initiate processes for the restitution of cultural works and artefacts in a more consistent and timely manner; ### deleted


### 12. underlines the lasting negative impact of european colonialism on today’s society , including in the development of educational curricula; ### 12. suggests the revision of the educational curricula content to explain with a focussed approach the past of our societies , including the history of colonialism , and help understand its relation to the present in order to contribute to the eradication of stereotypes that currently lead to discrimination;


### 12. underlines the lasting negative impact of european colonialism on today’s society , including in the development of educational curricula; ### 12. underlines the lasting negative impact of particular elements of european history including colonialism , slavery and genocide on today’s society , including in the development of educational curricula;


### 13. calls on the member states to foster the development of diverse educational curricula to ensure that authors , historians , scientists and artists among other figures from diverse racial and ethnic backgrounds are included in key materials; ### 13. encourages the member states to foster the development of diverse educational curricula and educational tools or activities to ensure that authors , historians , scientists and artists among other figures from diverse racial and ethnic backgrounds are included in key materials;


### 13. calls on the member states to foster the development of diverse educational curricula to ensure that authors , historians , scientists and artists among other figures from diverse racial and ethnic backgrounds are included in key materials; ### 13. calls on the member states to foster the development of educational curricula to ensure that authors , historians , scientists , artists and other prominent figures from diverse racial and ethnic backgrounds are included in them as well as in other key materials;


### 14. calls for the history of all racial and ethnic communities living in europe to be included in all history curricula in order to encourage a broader perspective on world history centred on the interactions between different continents before and after european colonisation; ### 14. calls for the history of racial and ethnic communities living in europe to be included with a focussed approach in applicable history curricula in order to broaden the perspective on world history , and acquire a better understanding of the interactions between different continents before and after european colonisation;


### 15. deplores the practice of segregation in schools; calls on all member states to introduce policies to prevent children from minority groups from being placed in separate schools or classes , whether intentionally or not; ### 15. strongly condemns the practice of racial and ethnic segregation in schools , which is still in existence in europe; warns that such practices lead to marginalisation , early dropout , low enrolment rate , the creation of parallel social spaces , perpetuates structural discrimination and hampers equal access to quality life; calls on all member states to introduce policies to prevent students , from preschool to higher education , belonging to minority groups from being placed in separate schools , education institutions or classes , whether intentionally or not;


### 15. deplores the practice of segregation in schools; calls on all member states to introduce policies to prevent children from minority groups from being placed in separate schools or classes , whether intentionally or not; ### 15. deplores the practice of segregation in education; calls on all member states to introduce or reinforce inclusive policies to prevent children from marginalised groups from being placed in separate schools or classes , whether intentionally or not;


### 16. calls on the member states to ensure that teaching staff from minority groups are recruited at all levels and are protected from racial discrimination in the school system; ### 16. calls on the member states to ensure that teaching staff from minority groups have equal access to teaching and education jobs at all levels and are protected from racial discrimination in the school system;


### 17. recognises the importance of role models in educational attainment; encourages the creation of a pan-european platform of individuals and collectives of people from racial and ethnic minority backgrounds who can share their experiences with learners; ### 17. recognises the importance of role models in educational attainment; encourages the creation of publicly accessible platforms of individuals and collectives of people from racial and ethnic minority backgrounds who can share their experiences with learners;


### 18. underlines the importance of representation and diversity in the development of inclusive societies; calls on the relevant stakeholders to address diversity and representation within their organisations; regrets the lack of racial and ethnic diversity in the media; ### 18. underlines the importance of representation and diversity in the development of inclusive societies; reminds the responsibility of media in reflecting societies in all their diversity , and regrets the lack of racial and ethnic diversity in many media; calls on the relevant stakeholders to address diversity and representation within their organisations including by creating a responsible figure for diversity;


### 19. welcomes the commission’s commitment to launching a communication campaign to foster diversity in the audiovisual sector; calls for this campaign to be centred on the diversity and history of racialised communities and on how achieving racial justice can contribute to a more democratic europe; ### 19. welcomes the commission’s commitment to launching a communication campaign to foster off-and on-screen , off-and on-air diversity in the audiovisual sector; calls for this campaign to be centred on the diversity and history of racialised communities and on how achieving racial justice can contribute to a more cohesive , peaceful and democratic europe;


### 19. welcomes the commission’s commitment to launching a communication campaign to foster diversity in the audiovisual sector; calls for this campaign to be centred on the diversity and history of racialised communities and on how achieving racial justice can contribute to a more democratic europe; ### 19. welcomes the commission’s communication campaign to foster diversity in the audiovisual sector; calls for this campaign to include the diversity and history of racialised communities , as well as other marginalised communities , and to highlight how achieving racial justice can contribute to a more democratic europe for all;


### 21. notes that some member states have audiovisual regulatory bodies with the power to issue sanctions following programmes that show discriminatory or racist content; encourages the member states to empower their regulatory agencies in this sense; calls for the european regulators group for audiovisual media services to be given a greater role in coordinating the national agencies and collecting and sharing data; ### 21. notes that some member states have audiovisual regulatory bodies with the power to issue sanctions following programmes that show discriminatory or racist content; encourages the member states to empower their regulatory agencies in this sense; calls for the european regulators group for audiovisual media services to access resources to properly coordinate the national agencies in collecting and sharing quality data , as well as in monitoring such task;


### 22. recalls the acknowledgement of sport as a driver of social inclusion , equality and the promotion of eu values in the erasmus+ regulation; laments the fact that the most recent regulation does not make the same explicit reference to racism as the previous programme; ### 22. recalls the acknowledgement of sport as a driver of social inclusion , equality and the promotion of eu values , and salutes the reflection of such role in the eu action on sport and the erasmus+ programme; ; welcomes the eu and state funds to enable the participation of persons in poverty , especially persons from minorities and children , in sports activities;


### 23. calls on the commission to open a specific call for funding for grassroots sports initiatives focused on inclusion and the fight against racism; calls on the commission , furthermore , to systematically monitor the number and type of sports projects whose main focus is the fight against racism , and the amount of funding allocated to them; ### 23. calls on the commission to assess grassroots sports initiatives funded by the eu and their impact on inclusion as well as on addressing race and ethnic understanding;


### 24. urges the commission to develop an eu code of ethics in sport in order to combat racism in sporting organisations and foster inclusion and respect at all levels of sport; invites sporting organisations at all levels to subscribe to such an eu code and to incorporate it within their statutes; encourages organisations to raise awareness of such a code and its content among their members and their families , and the wider public; ### 24. urges the commission to develop an eu code of ethics in sport in order to combat racism in sporting organisations and foster inclusion and respect at all levels of sport; invites sporting organisations at all levels to actively contribute to such code making , to subscribe to it and to incorporate it within their statutes; encourages organisations to raise awareness of such a code and its content among their members and their families , and the wider public;


### — having regard to the united nations 2030 agenda for sustainable development , ### — having regard to the united nations 2030 agenda for sustainable development , and specifically to its target 4 ,


### a. whereas the eu single market and other eu policies have contributed to the natural development of a european educational space , historically underpinned by the traditions of european humanism; ### a. whereas education is a fundamental right and everyone has to have access to vocational and continuous training; and everyone has the right to quality , accessible , affordable and inclusive education , training and lifelong learning in view of their integral personal development;


### b. whereas the ultimate goal is building a bottom-up european education area with common european policy objectives , requiring existing obstacles to be removed , european tools to be utilised and supporting policies at national and european levels to be developed; ### b. whereas the ultimate goal of this initiative is to establish a bottom-up european education area with common european policy objectives , requiring existing obstacles to be removed , european tools to be utilised and supporting policies at national and european levels to be developed;


### c. whereas education needs to be conceptualised broadly as ‘lifelong learning’ , ranging from pre-primary to tertiary education , including non-formal and informal modes , and being aimed at acquiring transversal skills; ### c. whereas education needs to be conceptualised broadly as ‘lifelong learning’ , ranging from pre-primary to tertiary education , including non-formal and informal modes , and being aimed at acquiring transversal skills in order to maintain and acquire skills that enable them to develop to their fullest potential personally and professionally , to participate fully in society and successfully manage the transition into the labour market;


### d. whereas the challenges the eu and its member states are faced with today , including climate change , various forms of extremism and populism , and the covid-19 pandemic , require appropriate educational answers and concerted european action; ### d. whereas the challenges the eu and its member states are faced with today , including climate change , digital transformation , various forms of extremism and populism , and the covid-19 pandemic , require appropriate educational answers and concerted european action;


### e. whereas the realities of educational infrastructure , expertise and resources vary within and across member states , and whereas those differences have become further pronounced during the covid-19 pandemic; ### e. whereas the realities of educational infrastructure , expertise and resources vary within and across member states and between different levels and types of education , and whereas those differences have become further pronounced during the covid-19 pandemic;


### f. whereas parliament has called on member states to prioritise investments in education and training , valuing education spending as an investment in our common future; ### f. whereas parliament has called on member states to prioritise investments in education and training , valuing education spending as an investment in our common future , in order to have a more sustainable , digital and socially cohesive society;


### g. whereas progress has been made in building a european higher education area , arising from the long-term efforts of the bologna process; ### g. whereas progress has been made in building a european higher education area , arising from the long-term efforts of the bologna process , and using it as a reference to learn from the mistakes made in its implementation;


### h. whereas member states have not fully achieved the objectives and benchmarks of the education and training 2020 (et 2020) framework , in particular the aims of enhancing equitable and quality education , reducing the rate of early leavers from education and training , and bringing the share of 15-year-olds who are under-skilled in reading , mathematics and science below 15 %; ### h. whereas member states failed to achieve the objectives and benchmarks of the education and training 2020 (et 2020) framework , in particular the aims of enhancing equitable and quality education , reducing the rate of early leavers from education and training , and bringing the share of 15-year-olds who are under-skilled in reading , mathematics and science below 15 %;


### the reasoning for a european education area ### the need for a european education area


### 1. emphasises the importance of quality education and that the european education area (eea) initiative should provide more and better opportunities for every single european citizen to study , train and work abroad , and cultivate an environment where skills and diplomas are recognised throughout europe; ### 1. emphasises the importance of quality , accessible , affordable and inclusive education and that the european education area (eea) initiative should provide more and better opportunities for every single european citizen to study , train and work abroad , and cultivate an environment where skills and diplomas are recognised and valued throughout europe; welcomes the council conclusions on equity and inclusion in education and training in order to promote educational success for all and urges member states to implement the recommendations included therein;


### 3. considers education a driver for european economic and social prosperity , and for ensuring that the eu is a globally competitive player and leading the green and digital transitions; ### 3. considers education as key to achieve personal and social advancement , well-being , to foster european citizenship and a sense of common belonging. education is also a driver for sustainable and technological progress and for ensuring that the eu is leading the green and digital transitions;


### 4. calls for the numerous opportunities for ‘european added value’ afforded through education to be seized , especially through mobility and the sharing of best practices , with the erasmus+ and the european solidarity corps programmes playing a particularly important role; ### 4. calls for the numerous opportunities for ‘european added value’ afforded through education to be seized , especially through mobility and the sharing of best practices , with the erasmus+ and the european solidarity corps programmes playing a particularly important role , continuing the increase in its budget and number of participants; emphasizes , in this respect , the importance of increasing opportunities for young people in informal and non-formal learning as well as in vocational education and training;


### bridging institutional and stakeholder approaches ### bridging institutional approaches


### 5. takes note of the variety of visions of , and approaches to , an eea , which express a common wish to provide a new impetus for the ‘european project’; ### 5. takes note of the variety of visions of , and approaches to , an eea , which express a common wish to provide a new impetus for the ‘european project’ , taking education as the cornerstone for its achievement;


### 7. cautions that the commission’s proposals are still mainly a strategic outline rather than a concrete policy roadmap , and thus suggests setting clear priorities and realistic deadlines for the actions that should be adopted , including clearly defined interim deliverables; ### 7. welcomes the commission’s proposals as a strategic outline for a comprehensive policy roadmap , calls on the member states to set clear priorities and realistic deadlines for implementing the different building blocks to achieve a true european education area by 2025 without any further delay;