### 5. urges the member states to take note of the fact that both mutual recognition of social partners and the statutory recognition of trade unions and employers’ organisations by the authorities of each member state are key to a successful collective bargaining framework , provided employers and workers are able to choose freely which organisation(s) will represent them; ### 5. urges the member states to take note of the fact that both mutual recognition of social partners and the statutory recognition of trade unions and employers’ organisations by the authorities of each member state are key to a successful collective bargaining framework , provided employers and workers are able to choose freely which organisation(s) will represent them; calls on the commission , the union legislators and the member states to safeguard the incentives for the social partners to negotiate and take responsibility for the well-functioning of the labour markets and to leave room for manoeuvre for autonomous collective bargaining;


### 5. urges the member states to take note of the fact that both mutual recognition of social partners and the statutory recognition of trade unions and employers’ organisations by the authorities of each member state are key to a successful collective bargaining framework , provided employers and workers are able to choose freely which organisation(s) will represent them; ### 5. urges the member states to take note of the fact that both mutual recognition of social partners and the statutory recognition of trade unions and employers’ organisations by the authorities of each member state are key to a successful collective bargaining framework , provided employers and workers are able to choose freely which organisation(s) will represent them; calls on the commission and member states to protect the autonomy of social partners to negotiate and contribute to the well-functioning of the labour markets;


### 7. calls on the commission and the member states , along with social partners , to commit to reaching collective bargaining coverage of 90 % by 2030 , with a view to improving living and working conditions in the union , contributing to upward social convergence , fighting in-work poverty and social exclusion and reducing wage inequality; ### 7. calls on the commission and the member states to ensure , with the involvement of social partners , an enabling environment for collective bargaining; calls on the commission and the member states to include in such an enabling environment effective measures against union-busting practices , since those practices decrease trade union density; calls on the commission and the member states , along with social partners , to commit to reaching collective bargaining coverage of 90 % by 2030 , and to taking concrete measures in this regard with a view to improving living and working conditions in the union , contributing to upward social convergence , fighting in-work poverty and social exclusion and reducing wage inequality;


### 7. calls on the commission and the member states , along with social partners , to commit to reaching collective bargaining coverage of 90 % by 2030 , with a view to improving living and working conditions in the union , contributing to upward social convergence , fighting in-work poverty and social exclusion and reducing wage inequality; ### 7. calls on the commission and the member states , along with social partners , to promote and support social dialogue and increase the use of collective bargaining , with a view to improving living and working conditions in the union , contributing to upward social convergence , fighting in-work poverty and social exclusion and reducing wage inequality;


### 8. calls on the member states to repeal any national legislation that hampers collective bargaining , including any legislation that inhibits trade unions’ access to workplaces for the purpose of organising; calls on the commission and the member states to promote sectoral-level collective bargaining as an important instrument to increase collective agreement coverage , making sure that derogations from collective agreements concluded at a higher level are restricted to situations in which those derogations are needed to maintain quality employment; ### 8. calls on the member states to repeal any national legislation that hampers collective bargaining , including any legislation that inhibits trade unions’ access to workplaces for the purpose of organising in order to be able to collectively bargain; calls on member states to ensure access to the workplace is being guaranteed , also when the work is performed digitally; calls on the commission and the member states to promote sectoral-level collective bargaining as an important instrument to increase collective agreement coverage , making sure that derogations from collective agreements concluded at a higher level are restricted to situations in which those derogations are needed to maintain quality employment;


### 8. calls on the member states to repeal any national legislation that hampers collective bargaining , including any legislation that inhibits trade unions’ access to workplaces for the purpose of organising; calls on the commission and the member states to promote sectoral-level collective bargaining as an important instrument to increase collective agreement coverage , making sure that derogations from collective agreements concluded at a higher level are restricted to situations in which those derogations are needed to maintain quality employment; ### 8. calls on the member states to repeal any national legislation that hampers collective bargaining , including any legislation that inhibits trade unions’ access to workplaces for the purpose of organising; calls on the commission and the member states to promote collective bargaining as an important instrument to increase collective agreement coverage , making sure that eu legislation allow for independent and equal national social partners to adapt , complement or deviate from the legislation by way of collective agreements;


### 11. calls for the eu industrial strategy to ensure that the jobs of tomorrow are not only green , but above all decent , well paid and based on good working conditions , including as regards health and safety at work , robust social protection and gender equality; calls on the member states , in the context of the european green deal and the repowereu plan , to adopt and implement , in close cooperation with social partners , comprehensive and coherent policy packages to benefit all societal groups and to make optimal use of public and private funding , including social conditionalities for the creation of quality jobs with fair working conditions and good pay , the promotion of collective bargaining and respect for collective agreements; considers furthermore that all eu financial support to undertakings , including the green deal industrial plan programmes , should be made conditional on the undertakings’ compliance with the applicable working and employment conditions and/or employer obligations , including any applicable collective agreements; urges the commission and the member states to enforce the requirements that companies receiving public support must avoid redundancies and the worsening of working conditions and that , under the eu industrial plan , undertakings must respect collective bargaining and information and consultation processes with unions on investments , restructuring and any reforms; ### 11. calls for the eu industrial strategy to ensure that the jobs of tomorrow are not only green , but above all decent , well paid and based on good working conditions , including as regards health and safety at work , robust social protection and gender equality; calls on the member states , in the context of the european green deal and the repowereu plan , to adopt and implement , in close cooperation with social partners , comprehensive and coherent policy packages to benefit all societal groups and to make optimal use of public and private funding , including social conditionalities for the creation of quality jobs with fair working conditions and good pay , the promotion of collective bargaining and respect for collective agreements and trade union rights; considers furthermore that all eu financial support to undertakings , including the green deal industrial plan programmes , should be made conditional on the undertakings’ compliance with the applicable working and employment conditions and/or employer obligations , including any applicable collective agreements; urges the commission and the member states to enforce the requirements that companies receiving public support must avoid redundancies and the worsening of working conditions and that , under the eu industrial plan , undertakings must respect collective bargaining and information and consultation processes with unions on investments , restructuring and any reforms; public funding must also be linked with training obligations under which companies agree to put in place paid apprenticeships with the right to be retained , as well as cost-free , on-the-job re- and up-skilling programs for workers;


### 17. calls on the member states to ratify and implement all ilo core conventions , including no 155 concerning occupational safety and health and the working environment and no 187 concerning the promotional framework for occupational safety and health , which have both been recently designated as ilo core conventions and which have not yet been ratified by all member states; calls on the commission to encourage the member states to ratify and implement all the ilo core conventions; ### 17. calls on the member states to ratify and implement all ilo core conventions , including no 155 concerning occupational safety and health and the working environment and no 187 concerning the promotional framework for occupational safety and health , which have both been recently designated as ilo core conventions and which have not yet been ratified by all member states , as well as ilo convention 190 concerning the elimination of violence and harassment in the world of work; calls on the commission to encourage the member states to ratify and implement all the ilo core conventions;


### a. whereas the joint employment report for 2023 strengthens the focus on the implementation of the un sustainable development goals and the epsr; ### a. whereas the joint employment report for 2023 strengthens the focus on the implementation of the un sustainable development goals and the epsr , in line with the commitments of the action plan of march 2021 and with the eu leaders in the 8 may porto declaration; whereas its implementation should strengthen the union’s drive towards a green , digital and fair transition and contribute to achieving upward social and economic convergence; whereas many assessments of the semester suggest low compliance with its recommendations , in part because of the limited enforceability , especially on social policy matters;


### b. whereas recent studies have shown that social inequalities are the biggest concern of people in the eu; whereas high income inequalities can have damaging effects on economic growth and endanger social cohesion; ### b. whereas recent studies1b have shown that social inequalities are the biggest concern together with the rise of prices and the increasing cost of living; whereas even before the pandemic , over 80% of people in the eu wanted their national governments to take further measures to reduce income inequalities; whereas high income inequalities can have damaging effects on economic growth and endanger social cohesion;


### c. whereas in-work poverty remains a challenge for the member states; ### c. whereas in-work poverty remains a challenge for the member states; whereas workers on temporary contracts face a much higher risk of in-work poverty than those on permanent contracts; whereas in-work poverty has increased from 8.5% in 2010 to 9% in 2019 in the eu but remained stable between 2020 and 2021 due to the swift policy intervention during the pandemic; whereas the risk of poverty or social exclusion for employed persons in the eu was 11.1 % in 2021; whereas in-work poverty has to be closely monitored , especially in light of the recent negative impact of inflation on real wages; whereas real wage levels are still below the crisis-year 2009 level in many eu countries; whereas housing cost overburden continue to be above 40% of the disposable income housing for more than 8% , and little progress has been made in reducing the number of homeless people across eu member states;


### d. whereas climate change and environmental destruction have exacerbated inequalities and disproportionately affect the poor and the most vulnerable groups; ### d. whereas climate change and environmental destruction have exacerbated inequalities and disproportionately affect the poor and the most vulnerable groups; whereas a green deal focused on investments to make the transition to a decarbonised , climate-neutral economy , will not be a good deal if , at the same time , it does not invest in the people who cannot afford the change; whereas it is necessary to ensure a sustainable future for all;


### e. whereas rapid increases in energy prices and inflation across the eu are placing a burden on households; ### e. whereas rapid increases in energy prices and inflation across the eu are placing a burden on households , especially affecting the most vulnerable with the lowest incomes; whereas these rapid price increases aggravate energy poverty to which more than 50 million of people in the eu were exposed already before the pandemic in 2019;


### f. whereas the new digital economy should generate benefits for society as a whole by improving quality of life and working conditions and creating new employment opportunities; ### f. whereas the new digital economy should generate benefits for society as a whole by improving quality of life and working conditions and creating new quality and decent employment opportunities; whereas ai has the potential to foster prosperity and facilitate the transition to sustainable , robust and more resilient economy , if well regulated; whereas ai potentially offers economic benefits and new opportunities for businesses and workers while at the same time represents legal and employment related challenges;


### 3. stresses that public services are pillars of democracy and a bulwark against populism , ensure core democratic values including respect for fundamental and human rights and play a crucial role in overcoming crises; calls for the revision of the legal framework for services of general economic interest to ensure that households in need have access to good-quality essential services , particularly housing , energy , transport , water , the internet and sanitation; ### 3. stresses that public services are pillars of democracy and a bulwark against populism , ensure core democratic values including respect for fundamental and human rights and play a crucial role in overcoming crises , guaranteeing public safety and security of supply by providing access to their services based on the principle of equal access and guaranteed universality; highlights that the continued and reliable provision of free access to high-quality services of general interest should be guaranteed at eu level; calls for the revision of the legal framework for services of general economic interest to ensure that households in need have access to good-quality essential services , particularly housing , energy , transport , water , the internet and sanitation;


### 6. welcomes the revised european semester process , with a broader scope and enhanced multilateral surveillance; ### 6. welcomes the revised european semester process , with a broader scope and enhanced multilateral surveillance , taking into account reforms and investments through the national recovery and resilience plans , europe’s clean energy transition through repowereu and the united nations sustainable development goals;


### 7. notes the new dual function of the national reform programmes (nrps); reminds the member states of their obligation to undertake reforms and make investments that contribute to the implementation of the epsr through their national recovery and resilience plans (nrrps) , as well as their commitment to continuing to deepen this implementation at eu and national levels in order to reduce inequalities; ### 7. notes the new dual function of the national reform programmes (nrps) , complying with the rules in the stability and growth pact and setting out their economic and fiscal policy plans while at the same time , fulfilling the reporting requirements linked to the rrf; reminds the member states of their obligation to undertake reforms and make investments that contribute to the implementation of the epsr through their national recovery and resilience plans (nrrps) , as well as their commitment to continuing to deepen this implementation at eu and national levels in order to reduce inequalities , defend fair wages , fight social exclusion and poverty , taking on the objective of fighting child poverty and addressing the risks of social exclusion;


### 8. is concerned that the constraints imposed by the stability and convergence programmes might hinder the proper implementation of several principles of the epsr; ### 8. is concerned that the constraints imposed by the stability and convergence programmes might hinder the proper implementation of several principles of the epsr , given that those programs are based solely on macroeconomic indicators and the foreseen impact of economic and budgetary choices in the national budgetary and debt position;


### 9. calls on the commission to present a regulation on a social convergence framework , establishing a new mechanism to monitor social convergence risks , prevent other policy actions or economic shocks from having negative social spillover effects on upward social convergence , detect potential setbacks for the proper implementation of the epsr and establish mandatory social targets to be achieved; believes that social divergence risks should be included in the country-specific recommendations and taken into account when defining fiscal adjustment paths; ### 9. highlights the need to strengthen the social dimension of the european semester and the implementation of the european pillar of social rights , especially in light of the economic governance review and the upcoming deactivation of the escape clause; calls on the commission to present a regulation on a social convergence framework , establishing a new mechanism to monitor social convergence risks , prevent other policy actions or economic shocks from having negative social spillover effects on upward social convergence , detect potential setbacks for the proper implementation of the epsr and establish mandatory social targets to be achieved; believes that social divergence risks should be included in the country-specific recommendations and taken into account when defining fiscal adjustment paths;


### 11. considers that the revised social scoreboard does not properly cover the 20 epsr principles; calls , therefore , for the improvement of the social scoreboard and the inclusion of relevant indicators to identify social divergences through a dynamic assessment; draws attention to the importance of including indicators that fully reflect the trends in and causes of inequality , such as indicators on good-quality employment , wealth distribution , access to good-quality public services , adequate pensions , minimum income schemes , occupational diseases (including mental health conditions) and unemployment benefits , as well as indicators measuring the social impact of environmental degradation and climate change; reminds the commission that the ‘at risk of poverty or social exclusion’ (arope) indicator does not capture the wider and more complex causes of inequalities; ### 11. considers that the revised social scoreboard does not properly cover the 20 epsr principles; calls , therefore , for the improvement of the social scoreboard and the inclusion of relevant indicators to identify social divergences through a dynamic assessment; draws attention to the importance of including indicators that fully reflect the trends in and causes of inequality , such as indicators on good-quality employment , wealth distribution , access to good-quality public services , homelessness indicators , adequate pensions , minimum income schemes , occupational diseases (including mental health conditions) and unemployment benefits , as well as indicators measuring the social impact of environmental degradation and climate change; reminds the commission that the ‘at risk of poverty or social exclusion’ (arope) indicator does not capture the wider and more complex causes of inequalities; considers essential to integrate in the semester multilateral surveillance the assessment of the distributional effects of climate policies financial burden on households as well as the distribution of the environmental benefits from such policies across different income groups , in order to identify policy measures needed to address these impacts;


### 13. is concerned about the current economic landscape , forecasts for the near future and the impact that wage increases below inflation could have on living standards in the eu; calls on the member states to rapidly implement the provisions established in the minimum wages directive1 , so that minimum wages are increased to at least 60 % of a country’s gross median salary or 50 % of the gross average; calls on the commission to monitor the state of play in relation to minimum wages and ensure that low-end salaries , and particularly minimum wages , reflect the soaring cost of living; ### 13. is concerned about the current economic landscape , forecasts for the near future and the impact that wage increases below inflation could have on living standards in the eu; considers that increasing purchasing power is a guaranteed means of ensuring further economic recovery , however , wages in general will grow below inflation for the year to come , thus workers will lose spending power; calls on the member states to rapidly implement the provisions established in the minimum wages directive1 , so that minimum wages are increased to at least 60 % of a country’s gross median salary or 50 % of the gross average; calls on the commission to monitor the state of play in relation to minimum wages and ensure that low-end salaries , and particularly minimum wages , reflect the soaring cost of living; stresses that , in order to enlarge the middle income household share , this should be combined with policies strengthening collective bargaining coverage and unionization , in order to rebalance power among different groups in society; recalls that decent wages are an essential tool in helping households keep up with the rise of energy prices; notes that this is an essential economic stabiliser in order to contain inflation;


### 14. welcomes the agreement on the adoption of the social climate fund; warns that both the aims and the funding of this instrument make it clearly insufficient to address the unequal impact of climate change and environmental degradation on different income groups; highlights the urgency of adopting instruments that enable all parts of society to enjoy the benefits of a climate-neutral economy , and that protect households from the impact of both climate change and pollution and prevent them from suffering any negative social consequences that might arise from the implementation of european green deal policies; insists that social and environmental policies and objectives must be integrated on an equal footing with economic ones; ### 14. welcomes the agreement on the adoption of the social climate fund to address the impact that the extension of the emissions trading to the building and road transport sectors will have on vulnerable houses and micro enterprises; warns that both the aims and the funding of this instrument make it clearly insufficient to address the unequal impact of climate change and environmental degradation on different income groups as well as the social consequences of the transformation of our societies towards climate neutrality; highlights the urgency of adopting instruments that enable all parts of society to enjoy the benefits of a climate-neutral economy , and that protect households from the impact of both climate change and pollution and prevent them from suffering any negative social consequences that might arise from the implementation of european green deal policies; insists that social and environmental policies and objectives must be integrated on an equal footing with economic ones; in this sense , is convinced that the stability and growth pact is outdated and does not offer neither the flexibility nor the architecture necessary to put in place a new sustainable development and social progress governance in the eu; calls on the commission to safeguard the right to health and to a healthy environment at eu level , as this right is essential to ensuring the fulfilment of most other fundamental rights such as food , shelter and work as well as to achieving an inclusive transition;


### 17. highlights that , with the working-age population shrinking , policies that bring more people into the labour market are essential; ### 17. highlights that , with the working-age population shrinking , policies that bring more people into the labour market are essential; believes that the integration of migrants into the labour market will have a positive impact on labour supply , reduce labour shortages , and will support higher employment rates; notes , however , that migrant workers continue to experience unequal treatment and labour exploitation; stresses that effective complaint mechanisms should be in place to protect all migrant workers against exploitation , in line with the 2009 employer sanctions directive(14) , which should , in particular , guarantee effective access to justice and redress , thus ensuring a level playing field; considers that this has to be combined with other policies that enable healthier working lives , improve working conditions , and better adapt labour markets to the changing needs of workers over their life time;


### 20. calls for the eu industrial strategy to ensure that the jobs of tomorrow are not only green , but above all decent , well paid and based on good working conditions , with health and safety at work , robust social protection and gender equality; calls also for it to ensure that people are adequately remunerated in line with their qualifications and certified competences; ### 20. calls for the eu industrial strategy to ensure that the jobs of tomorrow are not only green , but above all decent , well paid and based on good working conditions , with health and safety at work , robust social protection and gender equality; calls also for it to ensure that people are adequately remunerated in line with their qualifications and certified competences; stresses that public funding support to industry should be conditional on companies’ commitments to bargain with trade unions and respect collective agreements , information and consultation with unions , avoid redundancies and deterioration of working conditions , ban dividend payments , reskilling and the creation of high-quality apprenticeships; highlights the role that public procurement processes should play to promote collective bargaining and good working conditions.


### 2. recalls that roma pupils are eu citizens , and that as such they should be provided with equal opportunities and educated in mainstream , high quality and inclusive education settings at all levels; insists that effective desegregation strategies should be put in place , especially by eu member states with a sizeable roma population; ### 2. recalls that roma pupils are eu citizens , and that as such they have the same rights afforded and should be provided with equal opportunities and educated in mainstream , high quality and inclusive education settings at all levels; insists that effective desegregation strategies should be put in place , especially by eu member states with a sizeable roma population;


### 3. recommends that , given the importance of high quality early childhood education , which is known to correlate with better learning outcomes , the education of vulnerable roma pupils should start as early as possible , preferably at the age of three , by including them in affordable , accessible and inclusive early childhood and childcare services; ### 3. recommends that , given the importance of high quality early childhood education , which is known to correlate with better learning outcomes and to lay the foundations for later social integration , the education of vulnerable roma pupils should start as early as possible , preferably at the age of three and earlier , by including them in affordable , accessible and inclusive early childhood and childcare services; urges member states to develop and implement strategies and programs aimed at facilitating the access of roma to childcare facilities , schools and universities;


### 4. insists that roma children should stay in education until at least the end of upper secondary education; to this end , urges member states to ensure sufficient financing so that mainstream education policies reinforce schools’ and teachers’ capacities to respond appropriately to roma pupils’ learning needs; stresses the need to eliminate grade repetition and reduce the dropout rate by providing both appropriate teacher training and early , regular and timely support for roma pupils and students , including after-school learning; ### 4. insists that roma children should stay in education until at least the end of upper secondary education; to this end , urges member states to ensure sufficient financing so that mainstream education policies reinforce schools’ and teachers’ capacities to respond appropriately to roma pupils’ learning needs; calls on the commission to enhance their strategy to further try and decrease the number of roma child dropouts from the educational system by providing family support and appropriate teacher training as well as early , regular and timely support for roma pupils and students , including after-school learning;


### 4. insists that roma children should stay in education until at least the end of upper secondary education; to this end , urges member states to ensure sufficient financing so that mainstream education policies reinforce schools’ and teachers’ capacities to respond appropriately to roma pupils’ learning needs; stresses the need to eliminate grade repetition and reduce the dropout rate by providing both appropriate teacher training and early , regular and timely support for roma pupils and students , including after-school learning; ### 4. insists that roma children should stay in education until at least the end of upper secondary education; to this end , urges member states to ensure sufficient financing so that mainstream education policies reinforce schools’ and teachers’ capacities to respond appropriately to roma pupils’ learning needs; stresses the need to avoid grade repetition and reduce the dropout rate by providing both appropriate teacher training and early , regular and timely support for roma pupils and students , including after-school learning;


### 5. urges member states to facilitate the transition between various educational pathways , including up to tertiary education , by providing adequate educational and career guidance , and offering financial assistance such as grants and loans , in order to allow roma youth to obtain the qualifications – including digital and entrepreneurial skills – they need for effective social and labour market integration; ### 5. urges member states to facilitate the transition between various educational pathways , including up to tertiary education , by providing adequate educational and career guidance and support programs , and offering financial assistance such as scholarship , grants and loans , in order to allow roma youth to obtain the qualifications – including digital and entrepreneurial skills – they need for effective social and labour market integration;


### 6. recalls the pressing need to involve roma parents in each stage of their children’s schooling. ### 6. recalls the pressing need to involve roma parents in each stage of their children’s schooling; urges member states to develop programs aimed at the inclusion of roma parents in the process of their children's schooling and educational and personal development;


### 2. calls on the commission and the council to establish a year of dignified ageing , in order to strengthen the links between the generations and to counteract loneliness in old age; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has hit older people hardest; ### 2. calls on the commission and the council to establish a year of intergenerational solidarity and social cohesion , complementing and building on the aims and spirit of the european day of solidarity between generations and the 2012 european year for active ageing and solidarity between generations , in order to strengthen the links between generations and to counteract loneliness and social exclusion; stresses the importance of this initiative not only in the context of demographic change , but also of the coronavirus pandemic , which has particularly hit vulnerable groups , among them older people;


### 3. calls on the commission to prepare an action strategy for the elderly , taking into account the diversity and complexity of the situation of older people; ### 3. calls on the commission to prepare a european action plan for demographic change and solidarity between generations and the framework for coordination of policies tackling demographic challenges , while taking into account the diversity and complexity of the situation in specific age groups and with special attention to the issue of multiple discrimination;


### — having regard to articles 21 and 25 of the eucfr , ### — having regard to the charter of fundamental rights of the european union , especially articles 21 , 23 , 24 , 25 , 26 , 31 , 32 , 33 , 34 and 35 ,


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


### — having regard to the united nations sustainable development goals (sdgs) , ### — having regard to the united nations 2030 agenda for sustainable development and the united nations sustainable development goals (sdgs) ,


### — having regard to the conventions and recommendations of the international labour organization (ilo) , in particular the 1919 hours of work (industry) convention (no. 1) , the 1981 collective bargaining recommendation (no. 163) , the 1981 convention on workers with family responsibilities (no. 156) and its accompanying recommendation (no. 165) , ### — having regard to the conventions and recommendations of the international labour organization (ilo) , in particular the 1919 hours of work (industry) convention (no. 1) , the 1930 hours of work (commerce and offices) convention (no. 30) , the1981 collective bargaining recommendation (no. 163) , the 1981 convention on workers with family responsibilities (no. 156) and its accompanying recommendation (no. 165) , as well as the 2019 ilo centenary declaration on the future of work ,


### b. whereas digitalisation has brought many advantages to employers and workers , but also disadvantages , because it can intensify work , extend working hours and increase the unpredictability of working hours , blurring the boundaries between work and private life; ### b. whereas digitalisation has brought many advantages to employers and workers , including increased flexibility , the potential to improve work-life balance , increased autonomy and reduced commuting times among others , but also has disadvantages; whereas the greater use of digital tools for work purposes has resulted in an ‘ever-connected’ or ‘always on culture’ which can intensify work and extend working hours , thus blurring the boundaries between work and private life;


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


### d. whereas the measures taken as a result of the covid-19 crisis have changed the way in which people work; whereas over a third of union workers started working from home during the lockdown , compared to 5 % who usually worked from home , and there was a substantial increase in the use of digital tools for work purposes; ### d. whereas the measures taken as a result of the covid-19 crisis have changed the way in which people work; whereas , according to eurofound , over a third of union workers started working from home during the lockdown , compared to 5 % who usually worked from home , and there was a substantial increase in the use of digital tools for work purposes;


### 1. stresses that digital tools , including ict , for work purposes have increased flexibility with regard to the time , place and manner in which work can be performed and workers can be reached; ### 1. stresses that digital tools , including ict , for work purposes have increased flexibility with regard to the time , place and manner in which work can be performed and workers can be reached (even outside of their working hours) in a labour context characterised by a lack of legal regulation , trade unions presence , collective bargaining agreements and by the proliferation of non-standard or atypical forms of employment arrangements;


### 5. believes that interruptions of workers’ non-working time increase the risk of unremunerated overtime , have a negative impact on their work-life balance , prevent them from properly recovering from work , and increase the risk of psychosocial and physical problems , such as anxiety , depression and burnout; ### 5. believes that interruptions of workers’ non-working time and extended working hours increase the risk of unremunerated overtime , have a negative impact on their work-life balance , prevent them from properly recovering from work , and increase the risk of psychosocial and physical problems , such as anxiety , depression and burnout;


### 5. believes that interruptions of workers’ non-working time increase the risk of unremunerated overtime , have a negative impact on their work-life balance , prevent them from properly recovering from work , and increase the risk of psychosocial and physical problems , such as anxiety , depression and burnout; ### 5. believes that interruptions of workers’ non-working time increase the risk of unremunerated overtime , have a negative impact on their work-life balance , prevent them from properly recovering from work , and increase the risk of psychosocial , mental and physical problems , such as anxiety , depression and burnout;


### 6. acknowledges eurofound findings that show that people who work from home are more prone to working longer and more irregular hours; stresses that the number of workers in the union reporting long working hours or who are unable to benefit from non-working time is increasing; ### 6. acknowledges eurofound findings which show that people who regularly work from home are more than twice as likely to work in excess of the 48 hours per week provided by union law and rest for less than 11 hours between working days compared to those working on the employers’ premises; highlights that almost 30% of such teleworkers report working in their free time every day or several times a week , compared to below 5% of ‘office’ based workers and that teleworkers are also more likely to work irregular hours; stresses that the number of home-based workers in the union reporting long working hours or who are unable to benefit from non-working time is increasing;


### 6. acknowledges eurofound findings that show that people who work from home are more prone to working longer and more irregular hours; stresses that the number of workers in the union reporting long working hours or who are unable to benefit from non-working time is increasing; ### 6. acknowledges eurofound findings that show that people who work from home are more prone to working longer and more irregular hours; stresses that the number of workers in the union reporting long working hours or who are unable to benefit from non-working time is increasing and calls on the commission and member states to improve research and data collection to have a detailed assessment of the problems related to the right to disconnect;


### 7. reiterates that the combination of long working hours and higher demands on people working from home during the covid-19 crisis is likely to pose higher than expected risks for workers , with a negative impact on the quality of their working time and their work-life balance; ### 7. reiterates that albeit instrumental in helping to safeguard employment during the covid-19 crisis , increased home working can pose risks and hazards for workers because of the combination of long working hours and higher demands on people working from home , with a negative impact on the quality of their working time and their work-life balance; stresses moreover that with an expansion of teleworking predicted in the longer term , the importance of addressing these issues increases;


### 7. reiterates that the combination of long working hours and higher demands on people working from home during the covid-19 crisis is likely to pose higher than expected risks for workers , with a negative impact on the quality of their working time and their work-life balance; ### 7. reiterates that the combination of long working hours and higher demands on people working from home during the covid-19 crisis is likely to pose higher than expected risks for workers , with a negative impact on the quality of their working time and their work-life balance as well as their physical and mental health;


### 8. stresses that workers’ right to health and safety at work is key to the right to disconnect in protecting workers’ physical and mental health and well-being and protecting them from psychosocial risks; reiterates the importance of implementing psychosocial risk assessments at company level; ### 8. stresses that workers’ right to health and safety at work is key to the right to disconnect in protecting workers’ physical and mental health and well-being and protecting them from psychosocial risks; reiterates the importance of implementing psychosocial risk assessments at private and public company level;


### 8. stresses that workers’ right to health and safety at work is key to the right to disconnect in protecting workers’ physical and mental health and well-being and protecting them from psychosocial risks; reiterates the importance of implementing psychosocial risk assessments at company level; ### 8. stresses that workers’ right to disconnect is key to protecting their physical and mental health and well-being and to protecting them from psychological risk , thus ensuring their right to health and safety at work; reiterates the importance of implementing psychosocial risk assessments at company level;


### 9. acknowledges that the right to disconnect is not explicitly regulated in union law; recalls that a number of member states have taken steps to regulate the use of digital tools for work purposes in order to provide safeguards and protection to workers; ### 9. acknowledges that the right to disconnect is not explicitly regulated in union law; recalls that a number of member states have taken steps to regulate the use of digital tools for work purposes in order to provide safeguards and protection to workers; calls on the commission to coordinate those national measures to ensure common working conditions without detriment to social rights and mobility within the union;


### 9. acknowledges that the right to disconnect is not explicitly regulated in union law; recalls that a number of member states have taken steps to regulate the use of digital tools for work purposes in order to provide safeguards and protection to workers; ### 9. acknowledges that the right to disconnect is not explicitly regulated in union law; recalls that a number of member states and the social partners have taken steps to regulate in law and/or collective agreements the use of digital tools for work purposes in order to provide safeguards and protection to workers;


### 10. calls on the commission to evaluate and address the risks of not protecting the right to disconnect; ### 10. calls on the commission to evaluate and address the negative consequences of not protecting the right to disconnect , and acting promptly to resolve them in cooperation with the member sates and the social partners;


### 11. calls on the commission to ensure that member states and employers ensure that workers are able to exercise their right to disconnect; ### 11. calls on the commission to ensure that member states and employers ensure that workers are afforded all the necessary safeguards to allow them to benefit in practice from their right to disconnect;


### 13. is of the opinion that the new directive should particularise and complement directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 and believes that it should provide for solutions to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools; ### 13. is of the opinion that the new directive should complement and improve the provisions of directive 2003/88/ec and of directives (eu) 2019/1152 and (eu) 2019/1158; believes that the new directive should provide for adequate solutions to address the responsibilities of public and private employers , including the application of effective , proportionate and dissuasive penalties; believes that the member states should make controls more effective , giving additional powers to labour inspectorates and guaranteeing swift settlement of any litigation to ensure full protection of the heath and safety of workers , including when they use digital tools; highlights the fundamental importance of correct transposition and correct implementation and application of the new eu directive by the member states , for which their authorities , including the labour inspectorates and courts , will be mainly responsible; believes that it is crucial to strengthen the european commission’s monitoring and control instruments , and to ensure prompt initiation of infringement procedures where there are shortcomings in transposing , implementing and applying the provisions of the new directive;


### 13. is of the opinion that the new directive should particularise and complement directives 2003/88/ec , (eu) 2019/1152 and (eu) 2019/1158 , and believes that it should provide for solutions to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools; ### 13. is of the opinion that the new directive should particularise and complement directives 2003/88/ec on the right to paid annual leave , (eu) 2019/1152 on transparent and predictable working conditions and (eu) 2019/1158 on work-life balance for parents and carers , and believes that it should provide for solutions to address the responsibilities of employers and the expectations of workers regarding the organisation of their working time when they use digital tools;


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


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


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


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


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


### a. whereas , as full citizens , all persons with disabilities have equal rights in all fields of life and are entitled to inalienable dignity , equal treatment , independent living , autonomy and full participation in society; ### a. whereas , as full citizens , all persons with disabilities have equal rights in all fields of life and are entitled to inalienable dignity , equal treatment , independent living , autonomy and full participation in society , whereas more than half of the member states are depriving people suffering from mental health problems or with an intellectual disability of their right to vote;


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


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


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


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


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


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


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


### - with ambitious and clear targets , ### - with ambitious and clear targets , including a list of planned actions with clear timeframes and allocated resources in the following thematic areas: equality , participation , free movement and independent living , accessibility , employment and training , education and culture , poverty and social exclusion , participation , external action , mainstreaming disability and awareness raising;


### a. whereas countries that have greater availability of broadband internet in homes also have a greater number of citizens with basic or advanced digital skills; ### a. whereas according to the oecd’s pisa exercise in 2018 many low-income homes had no access to computers; whereas according to eurostat there were significant differences in the access to broadband internet in the eu in 2019 , ranging from 74% of households for the lowest-income quartile to 97% in the highest-income quartile; whereas countries that have greater availability of broadband internet in homes also have a greater number of citizens with basic or advanced digital skills;


### a. whereas inclusive , quality education is the cornerstone of the green and digital transitions; ### a. whereas inclusive , quality education is the cornerstone of fair societies and the green and digital transitions , as well as of the fundamental pillars of society , being one of the bases for equal opportunities;


### c. whereas 43 % of europeans lack basic digital skills , with significant disparities within and between the member states and on the basis of socioeconomic status , age , income , education level and employment; whereas the skills agenda aims to ensure that 70 % of 16- to 74-year-olds have basic digital skills by 2025; whereas data shows a lack of women in science , technology , engineering and mathematics (stem) and in computing studies , that women are underrepresented in high-tech jobs , and a persistent gender pay gap; ### deleted


### d. whereas digital technologies harbour substantial potential for teachers and learners across education sectors and settings; ### d. whereas digital technologies harbour substantial potential for teachers and learners across education sectors and settings; whereas , however , teachers' freedom of teaching should remain at the heart of the educational process and whereas face-to-face teaching can never be replaced in quality by e-learning; whereas it is necessary to limit the time learners spend in front of a screen;


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


### f. whereas the sudden shift to online and distance learning also revealed alarming gaps in the digital skills of teachers , parents and learners and in their ability to use digital technologies effectively; ### f. whereas the sudden shift to online and distance also revealed both the innovation potential and the existing gaps in the digital skills of teachers , parents and learners and in their ability to use digital technologies effectively;whereas digital inclusion goes hand-in-hand with social inclusion; whereas teachers have shown that they are capable of adapting to profound changes within education systems if they are empowered by sufficient means of flexibility and autonomy;


### f. whereas the sudden shift to online and distance learning also revealed alarming gaps in the digital skills of teachers , parents and learners and in their ability to use digital technologies effectively; ### f. whereas the sudden shift to online and distance learning also revealed alarming gaps in the digital skills of teachers , parents and learners and in their ability to use digital technologies effectively and safely;


### g. whereas the shift to online and distance learning has exacerbated existing inequalities , leaving disadvantaged and vulnerable learners and learners with disabilities further behind , increasing drop-out rates across education sectors , and revealing an absence of pastoral and social support in the digital environment; ### g. whereas the shift to online and distance learning has exacerbated existing inequalities , leaving disadvantaged and vulnerable learners and learners with disabilities further behind , increasing drop-out rates across education sectors , and revealing an absence of pastoral and social support in the digital environment; whereas digital technologies should not be considered as a cost-saving tool which could lead to the increase of educational inequalities;


### h. whereas the covid-19 pandemic will herald profound changes and may well not be the last pandemic; whereas it would be unforgivable not to be properly prepared to deliver full-scale quality digital education for all in the event of a potential second wave; ### h. whereas the covid-19 pandemic will herald profound changes and may well not be the last pandemic; whereas it would be unforgivable not to be properly prepared to deliver full-scale quality digital education for all in case of a new school and university lockdown; whereas that digital education plays a crucial role in tackling educational challenges in new major crises that may arise again in the future and that it will help the educational system be resilient in the longer-term ,should such crises happen again;


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


### 1. welcomes the updated digital education action plan as a further step towards a more comprehensive digital skills and education strategy; believes that the plan will have been a success if , by its completion , digital education is considered a significant part of education policy and has delivered clear , consistent and positive results in terms of access and quality across the union; ### 1. welcomes the updated digital education action plan as a further step towards a more comprehensive digital skills and education strategy; believes that the plan will have been a success if , by its completion , digital education is considered a significant part of education policy and has delivered clear , consistent and positive results in terms of availability , access and quality across the union;


### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes; calls on the commission to ensure effective synergies between these programmes; ### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes and between the member states; calls on the commission to ensure effective synergies between these programmes and to avoid overlap between the different national and european policies in this area;


### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes; calls on the commission to ensure effective synergies between these programmes; ### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes and policies , including erasmus+ , the european social fund plus and the connecting europe facility; calls on the commission to ensure effective synergies between these programmes and policies;


### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes; calls on the commission to ensure effective synergies between these programmes; ### 3. notes , however , that delivering the plan effectively depends on coordination across a broad range of programmes; calls on the commission to ensure effective synergies between these programmes , while respecting the limits of subsidiarity in this regard;


### 4. points to the importance of the ‘connect’ and ‘reskill and upskill’ flagship investment priorities in the recovery and resilience facility for driving the digital education agenda; calls for 10 % of the facility’s funding to be allocated to education and encourages the member states to increase their education funding; ### 4. points to the importance of the ‘connect’ and ‘reskill and upskill’ investment priorities in the recovery and resilience facility for driving the digital education agenda; calls for at least 10% of the facility’s funding to be allocated to education and encourages the member states to increase their education funding , bearing in mind that education directly contributes to strengthening the growth potential , job creation and economic and social resilience of the member states; calls on member states to increase their allocations for education to 10% of their gdp;


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


### 5. underlines the value of pilot projects and preparatory actions initiated by parliament in ensuring more union-wide cooperation to tackle the educational gaps between member states , regions and rural and urban areas; calls for their mainstreaming into programmes; ### 5. underlines the value of pilot projects and preparatory actions initiated by parliament in ensuring more union-wide cooperation to tackle the educational gaps between member states , regions and rural and urban areas; calls for their mainstreaming into programmes; underlines the importance of the new preparatory action on increasing accessibility to educational tools in areas and communities with low connectivity or access to technologies;


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


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


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


### 7. welcomes the digital education hubs as a first step towards a co-creation process involving key stakeholders; calls on the commission to supervise implementation at national level and ensure fair representation and independence within the hubs; calls on the commission to fully involve parliament in creating european and national hubs and in nominating relevant stakeholders; ### 7. welcomes the digital education hubs as a first step towards a co-creation process involving key stakeholders , including civil society organisations; calls on the commission to supervise implementation at national level and ensure fair representation and independence within the hubs , advisory services and stakeholder consultations; calls on the commission to fully involve parliament in creating european and national hubs , advisory services and stakeholder consultations and in nominating relevant stakeholders;


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


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


### 9. insists that broadband should be considered a public good and be universally accessible as a critical step in closing the digital divide; calls for specific measures to enhance access for remote , rural and mountain areas with low connectivity and limited access to emerging technologies such as artificial intelligence (ai) , robotics , blockchain , new educational devices or gamification , in the light of their growing importance and potential; calls for a new initiative on ai and robotics for education; ### 9. insists that broadband should be considered a public good and its infrastructure should be adequately funded in order to be universally accessible as a critical step in closing the digital divide; calls for specific measures to enhance access for educational institutions , especially those in remote , rural and mountain areas with low connectivity and limited access to emerging technologies such as artificial intelligence (ai) ,robotics , blockchain , open source , new educational devices (computer and tablets) or online and offline gamification , in the light of their growing importance and potential; calls for member states to promote and facilitate access to funding schemes to provide educational institutions with such technologies and tools; calls for a new learner-centred initiative on ai and robotics for education;


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


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


### 10. welcomes the plan’s focus on supporting school and university connectivity through the connecting europe facility and efforts to publicise eu funding opportunities; calls on the commission to work closely with member states , local authorities and stakeholders to ensure that eu support dovetails with national schemes , in particular to support disadvantaged groups; calls on the commission to target support at other educational establishments besides schools; ### 10. welcomes the plan’s focus on supporting school and university connectivity through the connecting europe facility and efforts to publicise eu funding opportunities; calls on the commission to work closely with member states , local authorities and stakeholders to ensure that eu support dovetails with national schemes , in particular to support disadvantaged groups; calls on the commission to target support at other educational establishments besides schools; highlights that educational establishments should be given considerable autonomy in achieving innovation and in developing teaching methods for education in the digital era , as they are closest to the learner;


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


### 11. insists that greater attention be devoted to teacher training as the plan is rolled out so as to ensure that teachers not only possess digital skills , but can also teach them; calls for a pan-union initiative to develop new pedagogical methods for the digital environment; underlines the increasingly important role played by parents and tutors in distance learning and calls for them to be given special training and support mechanisms; ### 11. insists that greater attention be devoted to accessible teacher training as the plan is rolled out so as to ensure that teachers and educators not only possess digital skills , but can also teach them; calls for a pan-union initiative to develop new pedagogical methods for the digital environment; underlines the increasingly important role played by parents and tutors in distance learning and calls for them to be given special training and support mechanisms; notes that more than half of european education systems include digital skills as an interdisciplinary subject already from primary school , also providing the opportunity for these skills to become a compulsory subject in its own right including for assessment of student learning , insists , therefore , on the need to pay more attention to teacher training during the various stages of implementation of the plan , so as to ensure that they not only possess digital skills , but can also teach them; to this end , encourages investments in specialisation courses in digital teaching skills for both teachers and it professionals aspiring to teaching;


### 11. insists that greater attention be devoted to teacher training as the plan is rolled out so as to ensure that teachers not only possess digital skills , but can also teach them; calls for a pan-union initiative to develop new pedagogical methods for the digital environment; underlines the increasingly important role played by parents and tutors in distance learning and calls for them to be given special training and support mechanisms; ### 11. insists that greater attention be devoted to teacher training as the plan is rolled out so as to ensure that teachers not only possess digital skills , but can also teach them , freely and within the framework of the pedagogical exception provided for in directive (eu) 2019/790; calls for a pan-union initiative to develop new pedagogical methods for the digital environment; underlines the increasingly important role played by parents and tutors in distance learning and calls for them to be given special training and support mechanisms; stresses the essential role of erasmus+ and teacher mobility for the acquisition of skills; notes with interest the potential of the future teacher academy;


### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns; ### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment , including in terms of mental health and wellbeing; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns , including soft skills such as digital collaboration , digital content creation , creativity , digital problem-solving skills , digital and media literacy , learning skills and how to work independently; calls on the commission to regularly review the effectiveness of the code of practice on online disinformation and adequately tackle social media’s responsibility for and role to fighting against online disinformation;


### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns; ### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment , including in terms of mental health and wellbeing; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital and media literacy campaigns; stresses that while digital skills have to be promoted they should not overshadow traditional and humanistic skills;


### 12. underlines the challenge of cyberthreats , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns; ### 12. underlines the challenge of cyberthreats including online child pornography and grooming , cyberbullying , data and privacy protection , dangerous online games and disinformation in the digital environment; warmly welcomes , therefore , the increased focus on digital and information literacy in the revised plan; looks forward to the swift adoption of the media action plan and the guidelines for teachers and educational staff; calls on the commission to be more ambitious and to launch large-scale digital literacy campaigns; notes the importance of widely promoting events such as the eu code week and the safer internet day;


### 13. underlines the need to enhance tools at union level to open up lifelong learning opportunities and to enable full and quality access to university and post-university courses and materials; calls on the commission to create an online european university with distance and online education content available across europe; ### 13. underlines the need to enhance tools at union level to open up lifelong learning opportunities and to enable full and quality access to university and post-university courses and materials sourced , verified and validated by the competent administrations;


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


### 13. underlines the need to enhance tools at union level to open up lifelong learning opportunities and to enable full and quality access to university and post-university courses and materials; calls on the commission to create an online european university with distance and online education content available across europe; ### 13. underlines the need to enhance tools and mechanisms at union level to open up lifelong learning opportunities for all and to enable full and quality access to university and post-university courses and materials; takes note of the development of a new digital education environment and market for higher education and calls on the commission to create online european university networks containing distance and online education content and programmes available across europe that will enhance access to this type of educational solutions and offers across the eu;


### 14. recalls that special attention should be paid to digital proficiency for lower-skilled adults , persons with disabilities , persons from vulnerable groups and older people; points out that in 2018 , just 4.3 % of low-skilled adults used any form of adult learning; ### 14. recalls that special attention should be paid to digital proficiency for lower-skilled adults , persons with disabilities , persons from vulnerable groups and older people; points out that in 2018 , just 4.3 % of low-skilled adults used any form of adult learning; notes the potential of the esf+ programme for lifelong learning;


### 14. recalls that special attention should be paid to digital proficiency for lower-skilled adults , persons with disabilities , persons from vulnerable groups and older people; points out that in 2018 , just 4.3 % of low-skilled adults used any form of adult learning; ### 14. recalls that special attention should be paid to digital proficiency for lower-skilled adults , persons with disabilities , persons from vulnerable or marginalised groups and older people; points out that in 2018 , just 4.3 % of low-skilled adults used any form of adult learning;


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


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


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


### 1. welcomes the adoption of the commission communication entitled ‘a union of equality: gender equality strategy 2020-2025’ , delivered on time within the first 100 days of the new commission , as a strong sign for political engagement with european gender equality policies and as a decisive , clear and ambitious policy framework to counter attacks on women’s rights and gender equality; underlines the importance of the chosen dual approach , consisting of targeted measures and the consistent application of gender mainstreaming and intersectionality as cross-cutting principles , and welcomes the strong link between the areas of work and the elimination of stereotypes , gender biases and discrimination; ### 1. welcomes the adoption of the commission communication entitled ‘a union of equality: gender equality strategy 2020-2025’ , delivered on time within the first 100 days of the new commission , as a strong sign for political engagement with european gender equality policies and as a decisive , clear and ambitious policy framework to counter attacks on women’s rights and gender equality; supports the commission’s goal of an european union without discrimination and structural inequalities for all people in all their diversity; underlines the importance of the chosen dual approach , consisting of targeted measures and the consistent application of gender mainstreaming and intersectionality as cross-cutting principles , and welcomes the strong link between the areas of work and the elimination of stereotypes , gender biases and discrimination and calls for strong monitoring mechanisms in order to regularly measure and evaluate the success of the strategy and its measures;


### 3. regrets that the strategy remains vague on the issue of timelines for several , highly welcomed , measures; calls , therefore , on the commission to establish concrete timeframes and additional targeted actions , as well as guidelines on how to implement the intersectional approach effectively; ### 3. regrets that the strategy remains vague on the issue of timelines for several , highly welcomed , measures; calls , therefore , on the commission to establish concrete timeframes and additional targeted actions , as well as guidelines on how to implement the intersectional approach effectively; calls in particular for clear timeframes with regards to the development of a new framework for the cooperation of internet platforms , the new eu strategy on the eradication of trafficking in human beings , the gender equality strategy in the audio-visual industry (as part of the media sub-programme) and the eu-wide communication campaign combatting gender stereotypes;


### 3. regrets that the strategy remains vague on the issue of timelines for several , highly welcomed , measures; calls , therefore , on the commission to establish concrete timeframes and additional targeted actions , as well as guidelines on how to implement the intersectional approach effectively; ### 3. regrets that the strategy remains vague on the issue of timelines for several , highly welcomed measures; calls , therefore , on the commission to establish concrete timeframes and additional targeted actions , as well as guidelines on how to implement the intersectional and gender mainstreaming approaches effectively as well as adequate resources to do so; calls on the commission to establish monitoring mechanisms to track the strategy’s progress so as to ensure the full realisation of its commitments;


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


### 4. supports the commission’s plan to continue pushing for the eu-wide ratification of the istanbul convention; underlines , in this context , the need for specific measures to address the existing disparities between member states; draws attention , however , to the fact that several attempts to convince reluctant member states have already failed; warmly welcomes , therefore , the commission’s intention to propose measures in 2021 to achieve the objectives of the istanbul convention if the eu’s accession remains blocked; calls for preparatory actions for the launch of additional legally binding measures to eliminate violence against women; very much welcomes the planned extension of definitions of areas of particularly serious crime under article 83(1) of the tfeu , but calls for the inclusion of all forms of gender-based violence , in order to take a proactive approach and lay the groundwork for an eu directive on this issue; ### 4. supports the commission’s plan to continue pushing for the eu-wide ratification of the istanbul convention; underlines , in this context , the need for specific measures to address the existing disparities between member states particularly during the current covid-19 public health crisis to address the increased cases of male violence against women and girls; draws attention , however , to the fact that several attempts to convince reluctant member states have already failed; warmly welcomes , therefore , the commission’s intention to propose measures in 2021 to achieve the objectives of the istanbul convention if the eu’s accession remains blocked; calls for preparatory actions for the launch of a framework directive on preventing and combatting violence against women based on article 84 tfeu to fight against all forms of violence through a strong intersectional approach; very much welcomes the planned extension of definitions of areas of particularly serious crime under article 83(1) of the tfeu , but calls for the inclusion of all forms of gender-based violence , in order to take a proactive approach and lay the groundwork for an eu directive on this issue , to build on provisions as set out in the istanbul convention and also meeting needs to combat sexual exploitation , trafficking and cyber violence;


### 4. supports the commission’s plan to continue pushing for the eu-wide ratification of the istanbul convention; underlines , in this context , the need for specific measures to address the existing disparities between member states; draws attention , however , to the fact that several attempts to convince reluctant member states have already failed; warmly welcomes , therefore , the commission’s intention to propose measures in 2021 to achieve the objectives of the istanbul convention if the eu’s accession remains blocked; calls for preparatory actions for the launch of additional legally binding measures to eliminate violence against women; very much welcomes the planned extension of definitions of areas of particularly serious crime under article 83(1) of the tfeu , but calls for the inclusion of all forms of gender-based violence , in order to take a proactive approach and lay the groundwork for an eu directive on this issue; ### 4. supports the commission’s plan to continue pushing for the eu-wide ratification of the istanbul convention; underlines , in this context , the need for specific measures to address the existing disparities in laws , policies and services between member states and the increase of violence during the covid-19 pandemic; draws attention , however , to the fact that several attempts to convince reluctant member states have already failed and hungary’s government recently decided not to ratify the convention at all; warmly welcomes , therefore , the commission’s intention to propose measures in 2021 to achieve the objectives of the istanbul convention if the eu’s accession remains blocked; calls for starting preparatory actions now in order to launch additional legally binding measures and an eu-directive to prevent and combat gender-based violence , including cyber violence and online hate speech against women as soon as possible; welcomes the initiative extending the areas of crime to specific forms of gender-based violence in accordance with article 83(1) tfeu;


### 5. welcomes the plan to table an additional recommendation on the prevention of harmful practices , and to launch an eu network on the prevention of both gender-based and domestic violence; requests that the definitions and goals of the istanbul convention be applied and that women’s rights and civil society organisations be involved on a continuous basis; ### 5. welcomes the plan to table an additional recommendation on the prevention of harmful practices , and to launch an eu network on the prevention of both gender-based and domestic violence; requests that the definitions and goals of the istanbul convention be applied and that women’s rights and civil society organisations be involved on a continuous basis; highlights the importance of the engagement of local and regional governments in this process; underlines the role of education , including boys’ and men’s , and calls for countering toxic masculinity in this regard;