# Official Journal C 212I/2020

| | ISSN 1977-091X |
| --- | --- |
| Official Journal
  of the European Union | C 212I |
| | |
| English edition | Information and Notices | Volume 6326 June 2020 |

ISSN 1977-091X

Official Journal

of the European Union

C 212I

English edition

Information and Notices

Volume 6326 June 2020

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| Contents | page |
| --- | --- |
| | I   Resolutions, recommendations and opinions |
| | RESOLUTIONS |
| | Council |
| 2020/C 212 I/01 | Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Outcomes of the 7th Cycle of the EU Youth Dialogue European Union Youth Strategy 2019-2027 | 1 |

Contents

page

I   Resolutions, recommendations and opinions

RESOLUTIONS

Council

2020/C 212 I/01

Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Outcomes of the 7th Cycle of the EU Youth Dialogue European Union Youth Strategy 2019-2027

1

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| | IV   Notices |
| --- | --- |
| | NOTICES FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES |
| | Council |
| 2020/C 212 I/02 | Council Decision of 24 June 2020 adopting the Council’s position on draft amending budget No 5 of the European Union for the financial year 2020 | 7 |
| 2020/C 212 I/03 | Council conclusions on countering the COVID-19 crisis in education and training | 9 |

IV   Notices

NOTICES FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES

Council

2020/C 212 I/02

Council Decision of 24 June 2020 adopting the Council’s position on draft amending budget No 5 of the European Union for the financial year 2020

7

2020/C 212 I/03

Council conclusions on countering the COVID-19 crisis in education and training

9

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| EN | |
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EN

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I Resolutions, recommendations and opinions

RESOLUTIONS

Council

| 26.6.2020 | EN | Official Journal of the European Union | CI 212/1 |
| --- | --- | --- | --- |

26.6.2020

EN

Official Journal of the European Union

CI 212/1

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Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Outcomes of the 7th Cycle of the EU Youth Dialogue

European Union Youth Strategy 2019-2027

(2020/C 212 I/01)

THE COUNCIL AND THE REPRESENTATIVES OF THE GOVERNMENTS OF THE MEMBER STATES MEETING WITHIN THE COUNCIL,

RECALLING THAT:

| 1. | The Resolution on the European Union Youth Strategy 2019-2027 (1) sets overall objectives, guiding principles and a basis for further cooperation in the field of youth at EU level, with special focus on the EU Youth Dialogue, the Future National Activities Planner, the European Youth Goals and EU Work Plan for the period 2019-2021, the latter indicating activities of the incumbent and incoming Trio Presidencies. |
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1.

| 2. | The Strategy recognises the great potential of young people; strives to enable young people to be architects of their own lives; encourages and equips them with the necessary resources to become active citizens as well as to contribute to policy making and bring positive change in youth policy and other relevant policy areas at local, regional, national and European levels. |
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2.

| 3. | The Resolution establishing the Guidelines on the governance of the EU Youth Dialogue (2) identifies the main actors, their roles, as well as the organisational framework. |
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3.

ACKNOWLEDGING THAT:

| 4. | The 7th Cycle of the EU Youth Dialogue during the Romanian, Finnish and Croatian Presidencies under the common theme ‘Creating opportunities for youth’ is a highly participatory process, with outcomes based on the feedback from national and European consultations as well as from EU Youth Conferences. |
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4.

| 5. | The present Resolution reflects the opinions and expectations of young people garnered throughout the 7th Cycle of the EU youth dialogue, and proposes concrete policy measures. In this context, the role and autonomy of social partners in each Member State must be respected, in accordance with national practices. |
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5.

| 6. | The Romanian Presidency focused on exploring the challenges faced by young people regarding the future of work in the subtheme ‘Quality employment for all’, directly related to European Youth Goal No 7 ‘Quality employment for all’. At the same time, the Romanian Presidency developed a methodology with a thematic framework for working groups to design their local, national and European dialogues. As a basis for further national consultations, guiding questions were developed after discussions held by delegates at the EU Youth Conference in Bucharest (March 2019) and finalised by the RO-FI-HR Trio in cooperation with the European Steering Group (3). The Conclusions on Young People and the Future of Work (4) were adopted by the Council in May 2019. |
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6.

| 7. | The Finnish Presidency put an emphasis on improving the quality of youth work in the subtheme ‘Quality Youth work For All’. Through the organisation of the EU Youth Conference in Helsinki (July 2019), it further developed multiple requirements for youth workers in order to deliver high-quality youth work in various contexts, tackling different European Youth Goals (5). Furthermore, the issue of education and training of youth workers was also examined in the Conclusions on Education and Training of Youth workers (6) adopted by the Council in November 2019. |
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7.

| 8. | The Croatian Presidency’s subtheme explored different opportunities for rural youth, in line with European Youth Goal 6 – Moving Rural Youth Forward. During the EU Youth Conference in Zagreb (March 2020), the findings of EU Youth Dialogue consultations were discussed further and proposed, along with recommendations for further implementation under each of the three subthemes. The outcome of the Conference fed into the Conclusions on Raising Opportunities for Young People in Rural and Remote Areas (7). |
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8.

WELCOME:

| 9. | The extensive scope of consultations within the EU Youth Dialogue conducted by National Working Groups and the European Working Group resulted in the active participation of more than 56 000 young respondents throughout the European Union. The consultations involved the use of surveys, focus groups, large youth dialogue events, workshops, participatory action research and participatory visual methods. The innovative approach helped enhance participation. |
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9.

| 10. | The outcomes of the EU Youth Conferences held during the Trio RO – FI – HR Presidencies, as well as the findings of the 7th Cycle of the EU Youth Dialogue under the title ‘Creating Opportunities for Youth’ (8), including the subthemes ‘Quality Employment for All’, ‘Quality Youth Work for All’ and ‘Opportunities for Rural Youth’, which encompass a number of key recommendations formulated by young people that have been incorporated, as appropriate, in the following invitations (9). |
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10.

INVITES THE MEMBER STATES, WITHIN THEIR RESPECTIVE SPHERES OF COMPETENCE AND WITH DUE REGARD FOR THE PRINCIPLE OF SUBSIDIARITY, TO ADDRESS THE FOLLOWING:

| 11. | ‘Quality Employment for All’






  a) | promote and facilitate fair treatment of young people in the labour market and strive to eliminate all forms of discrimination and inequality within the workplace; |
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11.

a)

promote and facilitate fair treatment of young people in the labour market and strive to eliminate all forms of discrimination and inequality within the workplace;

| b) | ensure the provision of equal opportunities to develop the skills necessary for the labour market needs so as to create better access to quality and sustainable jobs with fair and healthy working conditions; |
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b)

ensure the provision of equal opportunities to develop the skills necessary for the labour market needs so as to create better access to quality and sustainable jobs with fair and healthy working conditions;

| c) | promote specific education and information of young people and relevant labour market actors about young workers’ rights; |
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c)

promote specific education and information of young people and relevant labour market actors about young workers’ rights;

| d) | promote and preserve a healthy lifestyle of young people (including mental health) by shaping the conditions for resilience on the labour market and well-being of young people at work; |
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d)

promote and preserve a healthy lifestyle of young people (including mental health) by shaping the conditions for resilience on the labour market and well-being of young people at work;

| e) | promote decent working conditions, including flexible in-work arrangements, where appropriate, in order to achieve better work-life balance (10); |
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e)

promote decent working conditions, including flexible in-work arrangements, where appropriate, in order to achieve better work-life balance (10);

| f) | undertake action to prevent employment relationships that may lead to precarious working conditions and to vulnerability and insecurity of young workers; |
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f)

undertake action to prevent employment relationships that may lead to precarious working conditions and to vulnerability and insecurity of young workers;

| g) | commit to protect young people’s working rights, taking into account the changing nature of work, and promote access to adequate social protection of young people while bearing in mind their diverse backgrounds; |
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g)

commit to protect young people’s working rights, taking into account the changing nature of work, and promote access to adequate social protection of young people while bearing in mind their diverse backgrounds;

| h) | continue to include in their national education and skills policies key competences for life-long learning, as well as different practical, vocational and transversal skills of young people relevant to the labour market needs; |
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h)

continue to include in their national education and skills policies key competences for life-long learning, as well as different practical, vocational and transversal skills of young people relevant to the labour market needs;

| i) | enable better access for young people to work-based learning opportunities, such as internships, apprenticeships, international training and job-shadowing – including for those who cannot access these opportunities due to financial constraints – while providing appropriate support during learning programmes; |
| --- | --- |

i)

enable better access for young people to work-based learning opportunities, such as internships, apprenticeships, international training and job-shadowing – including for those who cannot access these opportunities due to financial constraints – while providing appropriate support during learning programmes;

| j) | promote improved career orientation, guidance, services and vocational re-training opportunities for young people, before and throughout their professional career, in cooperation with employers and by means of different mentoring programmes, such as those run for young social entrepreneurs; |
| --- | --- |

j)

promote improved career orientation, guidance, services and vocational re-training opportunities for young people, before and throughout their professional career, in cooperation with employers and by means of different mentoring programmes, such as those run for young social entrepreneurs;

| k) | promote access to open-ended labour contracts by implementing EU and national long term projects designed to promote the employment of young people, with a view to ensuring decent employment opportunities. |
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k)

promote access to open-ended labour contracts by implementing EU and national long term projects designed to promote the employment of young people, with a view to ensuring decent employment opportunities.

| 12. | ‘Quality Youth Work for All’






  a) | promote increased access to research, knowledge and expertise on youth work and to implement the principles and measures proposed in different European policy documents in the field of youth work, so as to further develop its quality, accessibility and recognition at all levels; |
| --- | --- | --- |

12.

a)

promote increased access to research, knowledge and expertise on youth work and to implement the principles and measures proposed in different European policy documents in the field of youth work, so as to further develop its quality, accessibility and recognition at all levels;

| b) | support and facilitate access to quality youth work through continued cooperation between non-formal learning and formal educational institutions as well as through enhanced visibility; |
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b)

support and facilitate access to quality youth work through continued cooperation between non-formal learning and formal educational institutions as well as through enhanced visibility;

| c) | promote quality standards for youth work and other quality assurance frameworks for youth work; |
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c)

promote quality standards for youth work and other quality assurance frameworks for youth work;

| d) | promote cross-sectoral and multi-professional cooperation between youth field and other sectors that are relevant to young people’s lives at local, regional, national and European levels; |
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d)

promote cross-sectoral and multi-professional cooperation between youth field and other sectors that are relevant to young people’s lives at local, regional, national and European levels;

| e) | further promote digital youth work, including digital platforms and smart solutions, which can contribute to improving the overall level of digital skills and competences of young people; as well as other forms of youth work and facilities such as youth centres, info-points, youth work corners in schools and higher education institutions; |
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e)

further promote digital youth work, including digital platforms and smart solutions, which can contribute to improving the overall level of digital skills and competences of young people; as well as other forms of youth work and facilities such as youth centres, info-points, youth work corners in schools and higher education institutions;

| f) | increase efforts to further empower and motivate youth workers by improving their working conditions and ensuring fair remuneration (11) |
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f)

increase efforts to further empower and motivate youth workers by improving their working conditions and ensuring fair remuneration (11)

| g) | further promote the important role that youth work plays in supporting active youth participation; |
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g)

further promote the important role that youth work plays in supporting active youth participation;

| h) | encourage young people in engaging and shaping of various forms of youth work; |
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h)

encourage young people in engaging and shaping of various forms of youth work;

| i) | promote more inclusive youth work through specific, diversified and continuous education and training for youth workers, including on the needs of different disadvantaged groups. This can be, where appropriate, supplemented through outreach youth work. |
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i)

promote more inclusive youth work through specific, diversified and continuous education and training for youth workers, including on the needs of different disadvantaged groups. This can be, where appropriate, supplemented through outreach youth work.

| 13. | ‘Opportunities for Rural Youth’ (12)







  a) | enhance connectivity to facilitate young people’s access to educational and job opportunities as well as other necessary services, including leisure time activities, for instance through improved means of public transport, including eco-friendly means and, where possible, co-sharing of private transport; |
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13.

a)

enhance connectivity to facilitate young people’s access to educational and job opportunities as well as other necessary services, including leisure time activities, for instance through improved means of public transport, including eco-friendly means and, where possible, co-sharing of private transport;

| b) | promote vocational careers and life-long learning programmes responding to the needs of local communities, for instance by offering scholarships, programmes or providing additional relevant information; |
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b)

promote vocational careers and life-long learning programmes responding to the needs of local communities, for instance by offering scholarships, programmes or providing additional relevant information;

| c) | explore different forms of work and promote rural areas as suitable places for new businesses, start-ups and green jobs (13)
  , including sustainable farming and related agricultural activities. Where appropriate, search for better links between education and training opportunities and agricultural issues, for example through traineeship and entrepreneurship programmes; |
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c)

explore different forms of work and promote rural areas as suitable places for new businesses, start-ups and green jobs (13)
  , including sustainable farming and related agricultural activities. Where appropriate, search for better links between education and training opportunities and agricultural issues, for example through traineeship and entrepreneurship programmes;

| d) | consider incentives and support for young people to facilitate the choice to remain in their local communities during and after their studies, and ease their transition between education/training and employment; |
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d)

consider incentives and support for young people to facilitate the choice to remain in their local communities during and after their studies, and ease their transition between education/training and employment;

| e) | improve access to information on employment, education and training opportunities, including those related to youth entrepreneurship programmes, as well as on relevant EU programmes, such as European Solidarity Corps and Erasmus +, to create additional opportunities for personal and professional development; |
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e)

improve access to information on employment, education and training opportunities, including those related to youth entrepreneurship programmes, as well as on relevant EU programmes, such as European Solidarity Corps and Erasmus +, to create additional opportunities for personal and professional development;

| f) | increase opportunities for youth participation through different means such as local and regional youth work, volunteering, creation of youth spaces and access to digital tools; |
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f)

increase opportunities for youth participation through different means such as local and regional youth work, volunteering, creation of youth spaces and access to digital tools;

| g) | promote a variety of youth-related facilities, where appropriate, through more decentralised youth work services, spaces and info-points for young people; |
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g)

promote a variety of youth-related facilities, where appropriate, through more decentralised youth work services, spaces and info-points for young people;

| h) | promote positive images and narratives of rural areas and rural customs and traditions. |
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h)

promote positive images and narratives of rural areas and rural customs and traditions.

INVITES THE MEMBER STATES AND THE COMMISSION, WITHIN THEIR RESPECTIVE SPHERES OF COMPETENCE AND WITH DUE REGARD FOR THE PRINCIPLE OF SUBSIDIARITY, TO ADDRESS THE FOLLOWING:

| 14. | ‘Quality Employment for All’






  a) | promote non-formal learning methods and explore ways in which to secure formal recognition of non-formal education/learning and volunteering activities. For instance, improvements can be made to the Youthpass and similar available tools; |
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14.

a)

promote non-formal learning methods and explore ways in which to secure formal recognition of non-formal education/learning and volunteering activities. For instance, improvements can be made to the Youthpass and similar available tools;

| b) | further support and facilitate meaningful youth participation in the development and evaluation of labour market policies, with an emphasis on the development and implementation of the Youth Guarantee. |
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b)

further support and facilitate meaningful youth participation in the development and evaluation of labour market policies, with an emphasis on the development and implementation of the Youth Guarantee.

| 15. | ‘Quality Youth Work for All’






  a) | consider measures to further develop quality youth work through, for instance, quality standards and other quality assurance frameworks, increased recognition, promotion of youth research and digital skills and competences; |
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15.

a)

consider measures to further develop quality youth work through, for instance, quality standards and other quality assurance frameworks, increased recognition, promotion of youth research and digital skills and competences;

| b) | continue to promote and exchange experience on good youth work practices across the EU by all available means, including through relevant EU programmes such as Erasmus +; |
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b)

continue to promote and exchange experience on good youth work practices across the EU by all available means, including through relevant EU programmes such as Erasmus +;

| c) | promote practices and tools used in different Member States at national or regional levels. |
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c)

promote practices and tools used in different Member States at national or regional levels.

| 16. | ‘Opportunities for Rural Youth’






  a) | support meaningful youth participation through different means available at all levels, for instance through supporting local youth councils or rural youth representation networks, and creating synergies with relevant EU programmes such as LEADER (CLLD) (14)
  , the European Solidarity Corps and Erasmus + as well as with EU structural instruments such as European Regional Development Fund and the European Social Fund. |
| --- | --- | --- |

16.

a)

support meaningful youth participation through different means available at all levels, for instance through supporting local youth councils or rural youth representation networks, and creating synergies with relevant EU programmes such as LEADER (CLLD) (14)
  , the European Solidarity Corps and Erasmus + as well as with EU structural instruments such as European Regional Development Fund and the European Social Fund.

| 17. | Take into consideration the ‘The 7th Cycle of EU Youth Dialogue Findings from EU Youth Dialogue Activities in the Member States and across Europe – Creating Opportunities for Youth’ (15) when designing and implementing future youth policies, in synergy with other policies affecting young people, such as education and training, employment, social affairs, culture, digitalisation, environment, climate, sport and health; and explore further ways in which to develop and achieve the relevant European Youth Goals targets. |
| --- | --- |

17.

| 18. | Give priority and visibility to the EU Youth Dialogue and promote the implementation of its outcomes, as well as the possibilities for youth participation online via the European Youth Portal, given that the Dialogue is a key instrument on European level for promoting meaningful participation of young people from diverse backgrounds and to promoting better cooperation between youth organisations, youth researchers and policy makers, including stakeholders from other relevant sectors. |
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18.

| 19. | Further strengthen cooperation between the various stakeholders involved in the implementation of the EU Youth Dialogue, including the Trio Presidencies, the European Steering Group, the National Working Groups, International Non-Governmental Youth Organisations to add a European perspective where appropriate, and the Pool of European Youth Researchers from the Council of Europe/EU Youth Partnership. |
| --- | --- |

19.

INVITES THE EUROPEAN COMMISSION TO ADDRESS THE FOLLOWING:

| 20. | ‘Quality Employment For All’






  a) | pay particular attention to young people in the development of employment and social policies, in order to facilitate young people’s access to quality employment, through (preferably remunerated) internships, better cooperation between and involvement of all relevant stakeholders, including educational institutions and social partners |
| --- | --- | --- |

20.

a)

pay particular attention to young people in the development of employment and social policies, in order to facilitate young people’s access to quality employment, through (preferably remunerated) internships, better cooperation between and involvement of all relevant stakeholders, including educational institutions and social partners

| 21. | ‘Quality Youth Work for All’






  a) | intensify the cooperation with the Council of Europe in order to enhance the education and training of youth workers and thus improve the quality youth work in Europe |
| --- | --- | --- |

21.

a)

intensify the cooperation with the Council of Europe in order to enhance the education and training of youth workers and thus improve the quality youth work in Europe

| 22. | ‘Opportunities for Rural Youth’






  a) | take into account the European Youth Goals and the findings of the EU Youth Dialogue when exploring synergies between relevant policy and programme areas, such as agricultural and youth policy by, for example, establishing multi-sectoral pilot programmes in order to increase opportunities for young people in different regions |
| --- | --- | --- |

22.

a)

take into account the European Youth Goals and the findings of the EU Youth Dialogue when exploring synergies between relevant policy and programme areas, such as agricultural and youth policy by, for example, establishing multi-sectoral pilot programmes in order to increase opportunities for young people in different regions

| 23. | Promote and use the EU Youth Dialogue as a tool on EU level for consultation of young people, for example in the context of the Conference on the Future of Europe, the European Green Deal, the European Climate Pact and the 2030 Agenda for Sustainable Development, including the Sustainable Development Goals (SDGs). |
| --- | --- |

23.

AND FURTHER NOTE THAT:

| 24. | Versatile participatory methods should be part of the consultation process in order to deliver relevant outcomes and enhance outreach to young people, especially those with fewer opportunities. In addition to EU Youth Dialogue, the use of a wide range of methods is of utmost importance when consultation processes are held in a difficult context, such as a global crisis (e.g. COVID-19), with the aim of developing a more resilient, inclusive and sustainable society. Researchers in the field of youth should be involved, as appropriate. |
| --- | --- |

24.

Versatile participatory methods should be part of the consultation process in order to deliver relevant outcomes and enhance outreach to young people, especially those with fewer opportunities. In addition to EU Youth Dialogue, the use of a wide range of methods is of utmost importance when consultation processes are held in a difficult context, such as a global crisis (e.g. COVID-19), with the aim of developing a more resilient, inclusive and sustainable society. Researchers in the field of youth should be involved, as appropriate.

| 25. | The focus of the future trio Presidencies during the next Cycles of EU Youth Dialogue should be, where appropriate, to further build on the mainstreaming and multi-level and cross-sectoral implementation of the European Youth Goals, increasing their visibility, as an inspiration for young Europeans. |
| --- | --- |

25.

The focus of the future trio Presidencies during the next Cycles of EU Youth Dialogue should be, where appropriate, to further build on the mainstreaming and multi-level and cross-sectoral implementation of the European Youth Goals, increasing their visibility, as an inspiration for young Europeans.

| 26. | The overall topic priority of the next Trio Presidency DE – PT – SI is ‘Europe for YOUth – YOUth for Europe: Space for Democracy and Participation’. |
| --- | --- |

26.

The overall topic priority of the next Trio Presidency DE – PT – SI is ‘Europe for YOUth – YOUth for Europe: Space for Democracy and Participation’.

References

| 1. | European Union Youth Strategy 2019-2027 (16) |
| --- | --- |

1.

European Union Youth Strategy 2019-2027 (16)

| 2. | Guidelines on the Governance of the EU Youth Dialogue (17) |
| --- | --- |

2.

Guidelines on the Governance of the EU Youth Dialogue (17)

| 3. | Conclusions on Education and Training of youth workers (18) |
| --- | --- |

3.

Conclusions on Education and Training of youth workers (18)

| 4. | Conclusions on Young People and the Future of Work (19) |
| --- | --- |

4.

Conclusions on Young People and the Future of Work (19)

| 5. | The 7th Cycle of the EU Youth Dialogue: Findings from the EU Youth Dialogue Activities in the Member States and across Europe – Creating Opportunities for Youth (20) |
| --- | --- |

5.

The 7th Cycle of the EU Youth Dialogue: Findings from the EU Youth Dialogue Activities in the Member States and across Europe – Creating Opportunities for Youth (20)

| 6. | Creating Opportunities for Youth – Outcomes of the 7th Cycle of the EU Youth Dialogue from the EU Youth Conference (Zagreb, 9-11 March 2020) (21) |
| --- | --- |

6.

Creating Opportunities for Youth – Outcomes of the 7th Cycle of the EU Youth Dialogue from the EU Youth Conference (Zagreb, 9-11 March 2020) (21)

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(1)  Resolution of the Council of the European Union and the Representatives of the Governments of the Member States meeting within the Council on a framework for European cooperation in the youth field (OJ C 456, 18.12.2018, p. 1).

(2)  Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council establishing guidelines on the governance of the EU Youth Dialogue (OJ C 189, 5.6.2019, p. 1).

(3)  See Resolution on the Governance of the EU Youth Dialogue, paragraphs 8 and 9 (OJ C 189, 5.6.2019, p. 2).

(4)  OJ C 189, 5.6.2019, p. 28.

(5)  Report on the EU Youth Conference: ‘Youth work (education) in flux – contemporary challenges in an erratic Europe’, by Tomi Kiilakoski & Marko Kovacic.

(6)  OJ C 412, 9.12.2019, p. 12.

(7)  OJ C 193, 9.6.2020, p. 3.

(8)  https://europa.eu/youth/sites/default/files/euyd_youth_dialogue_findings_-_version_for_general_release_24th_feb_2020_1.pdf

(9)  Marked in italics in the text.

(10)  Working methods such as telecommuting, remote working and home office are of special relevance during situations caused by crisis such as COVID-19.

(11)  Without prejudice to the role and autonomy of the social partners, in accordance with national practices.

(12)  The subtheme is further developed in the Conclusions on Raising Opportunities for Young People in Rural and Remote Areas.

(13)  ‘Green jobs’ are work in agricultural, manufacturing, research and development, administrative, and service activities that contribute substantially to preserving or restoring environmental quality (UNEP, 2018).

(14)  https://enrd.ec.europa.eu/leader-clld_en#_edn1

(15)  Ibid footnote 8.

(16)  OJ C 456, 18.12.2018, p. 1.

(17)  OJ C 189, 5.6.2019, p. 1.

(18)  OJ C 412, 9.12.2019, p. 12.

(19)  OJ C 189, 5.6.2019, p. 28.

(20)  Ibid footnote 8.

(21)  https://europa.eu/youth/sites/default/files/creating_opportunities_for_youth_-_outcomes_report_27mar2020_v3.pdf

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IV Notices

NOTICES FROM EUROPEAN UNION INSTITUTIONS, BODIES, OFFICES AND AGENCIES

Council

| 26.6.2020 | EN | Official Journal of the European Union | CI 212/7 |
| --- | --- | --- | --- |

26.6.2020

EN

Official Journal of the European Union

CI 212/7

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COUNCIL DECISION

of 24 June 2020

adopting the Council’s position on draft amending budget No 5 of the European Union for the financial year 2020

(2020/C 212 I/02)

THE COUNCIL OF THE EUROPEAN UNION,

Having regard to the Treaty on the Functioning of the European Union, and in particular Article 314 thereof, in conjunction with the Treaty establishing the European Atomic Energy Community, and in particular Article 106a thereof,

Having regard to Regulation (EU, Euratom) 2018/1046 of the European Parliament and of the Council of 18 July 2018 on the financial rules applicable to the general budget of the Union, amending Regulations (EU) No 1296/2013, (EU) No 1301/2013, (EU) No 1303/2013, (EU) No 1304/2013, (EU) No 1309/2013, (EU) No 1316/2013, (EU) No 223/2014, (EU) No 283/2014, and Decision No 541/2014/EU and repealing Regulation (EU, Euratom) No 966/2012 (1), and in particular Article 44 thereof,

Whereas:

| — | the Union’s budget for the financial year 2020 was definitively adopted on 27 November 2019 (2), |
| --- | --- |

—

the Union’s budget for the financial year 2020 was definitively adopted on 27 November 2019 (2),

| — | on 3 June 2020, the Commission submitted a proposal containing draft amending budget No 5 to the general budget for the financial year 2020, |
| --- | --- |

—

on 3 June 2020, the Commission submitted a proposal containing draft amending budget No 5 to the general budget for the financial year 2020,

| — | it is important to enable a swift adoption of draft amending budget No 5/2020 to be able to continue humanitarian support to refugees in Jordan, Lebanon and Turkey without interruption. Therefore, it is justified to shorten, in accordance with Article 3(3) of the Council’s Rules of Procedure, the eight-week period for the information of national Parliaments laid down in Article 4 of Protocol No 1, |
| --- | --- |

—

it is important to enable a swift adoption of draft amending budget No 5/2020 to be able to continue humanitarian support to refugees in Jordan, Lebanon and Turkey without interruption. Therefore, it is justified to shorten, in accordance with Article 3(3) of the Council’s Rules of Procedure, the eight-week period for the information of national Parliaments laid down in Article 4 of Protocol No 1,

HAS DECIDED AS FOLLOWS:

Sole Article

The Council's position on draft amending budget No 5 of the European Union for the financial year 2020 was adopted on 24 June 2020.

The full text can be accessed for consultation or downloading on the Council's website: http://www.consilium.europa.eu/

Done at Brussels, 24 June 2020.

For the Council

The President

A. METELKO-ZGOMBIĆ

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(1)  OJ L 193, 30.7.2018, p. 1.

1

(2)  OJ L 57, 27.2.2020, p. 1.

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| 26.6.2020 | EN | Official Journal of the European Union | CI 212/9 |
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26.6.2020

EN

Official Journal of the European Union

CI 212/9

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Council conclusions on countering the COVID-19 crisis in education and training

(2020/C 212 I/03)

THE COUNCIL OF THE EUROPEAN UNION,

HIGHLIGHTING THAT:

| 1. | The COVID-19 pandemic has affected and put unprecedented pressure on education and training systems worldwide and across the Union. It has brought major changes to how we learn, teach, communicate and collaborate within and between our education and training communities. This has had an impact on learners (1), their families, teachers, trainers, institution leaders, as well as on the broader society. |
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1.

| 2. | From the outbreak of the pandemic, Member States and education and training institutions have made significant efforts to ensure the safety and wellbeing of learners and staff and the continuation of learning and teaching, in order to preserve the right to education. |
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2.

| 3. | As an emergency response, the majority of Member States have decided on widespread physical closures of education and training institutions, while rapidly mobilising alternative options and support for distance learning and teaching, in particular digital solutions. This shift has brought different challenges to education and training systems and stakeholders in Member States, in particular to learners and their families, teachers and trainers, but has also provided them with a valuable learning experience and has accelerated further digital transformation of education and training institutions. |
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3.

| 4. | In these exceptional circumstances, there has been a remarkable collaboration between Member States, who have shown solidarity and mutual support in a time of crisis by regularly exchanging information on their national situations, challenges, envisaged or already implemented measures and plans, as well as, where possible, openly sharing educational resources. |
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4.

AWARE THAT:

| 5. | At the onset of the crisis, when education and training institutions in the majority of Member States were still operating regularly, the focus was on how to ensure the safety of learners and staff, including by putting in place protective and hygienic measures and by providing information and guidance, in cooperation between national education and health authorities. |
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5.

| 6. | As the situation has progressed, with increased physical closures of education and training institutions in the majority of Member States, in order to ensure the continuation of the learning process Member States, education and training institutions and relevant stakeholders have made significant efforts to adapt and prepare educational content and to ensure its use in distance learning. This has been supported by appropriate guidelines, combined with agile management, continuous monitoring, ongoing improvements and legislative adjustments, in line with national circumstances. In this respect, there may have been different starting positions among Member States, as well as among education and training institutions, in terms of digital readiness of education and training systems, including availability of digital learning tools and materials and preparedness of teachers and trainers to deliver distance teaching. |
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6.

| 7. | One of the major challenges has been the issue of ensuring inclusion and equal access to quality distance learning opportunities. Some learners, as well as teachers, trainers and families, may lack digital skills, access to technology or the internet, which can present a serious obstacle, especially for learners from disadvantaged backgrounds and from rural, remote, as well as highly urbanised areas. Moreover, there are learners with special educational needs, who require counselling and additional support in their learning. Furthermore, the closure of education and training institutions has been particularly challenging for socioeconomically disadvantaged learners who are more likely to live in a household not conducive for home study or are normally entitled to free school meals, as well as for learners at risk of early school leaving. |
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7.

| 8. | Education and training institutions are more than just places where people learn, teach and train – they are also safe environments, and provide a sense of structure and of community and opportunities for socialisation. With anxiety and stress caused by the fear of the pandemic and social isolation, which is especially difficult for those facing or at risk of domestic violence, it has been essential to reach out, as well as to provide psychological and emotional support, in order to ensure the wellbeing and physical and mental health of learners, their families, teachers and trainers. |
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8.

| 9. | Teachers and trainers have had to adjust rapidly from face-to-face to distance teaching. Since not all teachers and trainers (2) had the experience, confidence, knowledge, skills and competences needed to organise and deliver distance teaching effectively, there has been a need for additional, targeted training. Their commitment has often extended beyond delivering lessons and has included additional efforts to ensure the progress and wellbeing of learners. The need to adapt quickly to the new working environment may have brought an increased workload, thus affecting their work-life balance. In these circumstances, teachers and trainers and supporting staff have shown admirable commitment and creativity, as well as openness to collaboration, co-creation and peer-learning. |
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9.

| 10. | Although the switch to digital teaching and learning has played a major role in enabling the continuation of the learning process, digital education cannot fully substitute for quality face-to-face teaching and learning. Moreover, the sudden move to digital teaching and learning was in many cases an emergency response rather than a planned optimal delivery of widespread digital distance education. Some teachers and trainers were teaching online for the first time and, while their resilience and adaptability is to be commended, the digital distance teaching and learning experienced in the context of COVID-19, though valuable, should not necessarily be viewed as the general standard for digital distance education. |
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10.

| 11. | There has been a need for increased cooperation between learners’ families and teachers and trainers and for a stronger commitment to making distance learning possible. For parents and carers working from home, it has been demanding to combine their work tasks with learning support for children and childcare duties. For parents and carers who have not been able to work from home, finding day care for younger children has presented an additional challenge. |
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11.

| 12. | Delivering practical parts of curricula is particularly challenging in the context of distance learning. This is particularly relevant in vocational education and training, where practical learning constitutes a large part of curricula. Learners in vocational education and training may have been at an additional disadvantage since the crisis has affected many employers engaged in work-based learning and apprenticeships. Given that apprentices, in some cases, rely on payment and compensation from employers, this has had an impact on their livelihood. |
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12.

| 13. | Adult learners, especially the low-skilled, sometimes lack digital skills necessary to take part in digital learning, which may affect their opportunities for upskilling and reskilling. |
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13.

| 14. | One of the greatest challenges has been how to manage assessment and grading, with some Member States encouraging a focus on formative assessment and consideration of different learning conditions. This is linked to the challenge of organising an efficient completion of the school and academic year, which is especially important in the context of school leaving examinations and final degrees, since it has an effect on enrolment in different levels of education and training. In this respect, exchange of information, cooperation and dialogue between the relevant education and training stakeholders, including quality assurance and recognition authorities and social partners, can provide a basis for a useful coordinated approach. This may be particularly useful when deciding on requirements for enrolment to higher education institutions, with due respect to their autonomy and national circumstances. |
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14.

| 15. | The pandemic has also affected European and international learning mobility opportunities. Since many education and training institutions have been closed, learners on mobility have encountered various difficulties concerning the continuation of their mobility period, access to accommodation and healthcare, entitlement to grants and scholarships, or returning to their home countries. Learners on mobility may have also faced socioeconomic hardships related to family income loss as a consequence of the labour market crisis caused by the COVID-19 pandemic. |
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15.

| 16. | Many Erasmus+ and European Solidarity Corps project activities have been postponed or cancelled, and in cases where mobility had been planned, virtual cooperation has been encouraged. |
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16.

| 17. | Beyond the necessary investment to address the health and socioeconomic impact of the crisis, it is important to focus current investment priorities on education and training. In this respect, it is crucial to recognise that high quality education and training contribute decisively to the wellbeing and personal and professional development of citizens, as well as the resilience of society and of the economy, with an important role to play in the recovery. It is necessary to take this into account while developing the European recovery plan. |
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17.

RECOGNISING THAT:

| 18. | In order to overcome these challenges, and depending on national circumstances, Member States and their education and training institutions have rapidly put in place numerous measures, such as:






  — | developing and sharing quality educational content, materials and practices adapted to the distance learning context at national and/or institution level; |
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18.

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developing and sharing quality educational content, materials and practices adapted to the distance learning context at national and/or institution level;

| — | supporting virtual learning environments, enabling the use of existing online learning platforms (or developing new ones) and the use of team collaboration tools; |
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supporting virtual learning environments, enabling the use of existing online learning platforms (or developing new ones) and the use of team collaboration tools;

| — | using television and other media broadcasting to deliver educational content; |
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using television and other media broadcasting to deliver educational content;

| — | preparing a variety of guidelines and instructions on how to take part in distance learning and deliver distance teaching, for example, on safe use of digital tools and online assessment; |
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preparing a variety of guidelines and instructions on how to take part in distance learning and deliver distance teaching, for example, on safe use of digital tools and online assessment;

| — | providing targeted professional development opportunities for teachers and trainers and other pedagogical staff; |
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providing targeted professional development opportunities for teachers and trainers and other pedagogical staff;

| — | identifying learners that are not able to participate in distance learning and reaching out to them by providing the necessary equipment and internet access, in particular to those from geographically isolated or socioeconomically disadvantaged areas and backgrounds, as well as distributing printed educational materials, when necessary; |
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identifying learners that are not able to participate in distance learning and reaching out to them by providing the necessary equipment and internet access, in particular to those from geographically isolated or socioeconomically disadvantaged areas and backgrounds, as well as distributing printed educational materials, when necessary;

| — | providing targeted support for learners with special educational needs; |
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providing targeted support for learners with special educational needs;

| — | facilitating access to digital content in libraries; |
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facilitating access to digital content in libraries;

| — | providing meals for learners from socioeconomically disadvantaged backgrounds; |
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providing meals for learners from socioeconomically disadvantaged backgrounds;

| — | offering various forms of psychological support for learners, families, teachers and trainers; |
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offering various forms of psychological support for learners, families, teachers and trainers;

| — | ensuring day care for younger children whose parents and carers have not been able to work from home, especially key workers in critical sectors, such as health services; |
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ensuring day care for younger children whose parents and carers have not been able to work from home, especially key workers in critical sectors, such as health services;

| — | providing various types of support for both incoming and outgoing learners on mobility; |
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providing various types of support for both incoming and outgoing learners on mobility;

| — | regularly providing information to learners, teachers and trainers, education and training institutions, families, as well as other relevant stakeholders; |
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regularly providing information to learners, teachers and trainers, education and training institutions, families, as well as other relevant stakeholders;

| — | developing cooperation with local and regional authorities and non-governmental organisations, as well as with businesses, including telecommunications companies, internet providers and publishers, who in some cases provided materials and tools free of charge; |
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developing cooperation with local and regional authorities and non-governmental organisations, as well as with businesses, including telecommunications companies, internet providers and publishers, who in some cases provided materials and tools free of charge;

| — | supporting and stimulating, if possible, physical education and activity, in line with safety precaution measures. |
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supporting and stimulating, if possible, physical education and activity, in line with safety precaution measures.

| 19. | In response to the COVID-19 crisis, the Commission provided possibilities for additional flexibility in the implementation of the Erasmus+ programme, complemented with practical advice for Erasmus+ participants and national agencies. Moreover, in addition to the efforts made within the Council, the Commission facilitated further possibilities for cooperation and exchange of information between Member States. |
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19.

| 20. | As the situation unfolds, with the possible lifting of containment measures on the recommendation of the health authorities, further questions arise concerning the re-opening of education and training institutions, as well as of companies providing work-based learning, including organisational and safety measures, in particular those pertaining to social distancing, sanitation and hygiene. In this respect, some of the challenges relate to sufficient human resources, as well as the preparedness and sustainability of education and training facilities, in particular their appropriateness for the implementation of the necessary measures. |
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20.

INVITES THE MEMBER STATES, WITH DUE REGARD TO SUBSIDIARITY AND IN ACCORDANCE WITH NATIONAL CIRCUMSTANCES, TO:

| 21. | Continue sharing information, experience and best practices between Member States on how education and training can best adapt to the situation, depending on further developments related to the COVID-19 crisis, including on different measures related to the re-opening of education and training institutions, ensuring equity, fostering wellbeing of learners and staff and providing psychological support. In this respect, encourage streamlined and coherent information flow and make optimal use of existing networks. |
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21.

| 22. | In relation to the re-opening of education and training institutions, in line with local, regional and national circumstances, take necessary measures to ensure the safety of learners and staff, including appropriate sanitary and hygienic conditions, and resume face-to-face learning and teaching activities, while ensuring equal opportunities. |
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22.

| 23. | Based on lessons already learnt in the context of the COVID-19 crisis, and looking at potential long-term impacts of the crisis on the future of education and training, examine possibilities for innovation and make further efforts to accelerate the digital transformation of education and training systems, and where relevant, boost the digital capacity of education and training institutions and narrow the digital gap. |
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23.

| 24. | Taking into account the lessons learnt in the context of the COVID-19-crisis, support further development of teachers’ and trainers’ digital skills and competences, in order to facilitate teaching and assessment in digital learning environments. |
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24.

| 25. | With due regard to institutional autonomy, examine the possibility of embedding high quality digital learning as a part of the education and training offer at all levels and in all types of education and training. In doing so, pay attention to the appropriateness of digital tools to the age and special needs of learners, as well as to the compliance with data protection rules, privacy, ethical considerations, safety and cybersecurity requirements. |
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25.

| 26. | Explore possibilities for enhancing teaching and learning through monitoring and evaluation based on educational data mining focused on existing data, learning analytics and the use of artificial intelligence, with due attention to compliance with the General Data Protection Regulation (EU) 2016/679. |
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26.

| 27. | While providing possibilities for distance, digital and blended learning, pay additional attention to ensuring equal opportunities and continued access to high quality education and training for learners of all ages, assuring quality and encouraging validation and recognition of acquired learning outcomes. In reaffirming the right to education, pay particular attention to preventing a potential increase in early school leaving, caused by the COVID-19 crisis. |
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27.

| 28. | In order to mitigate the negative effect of COVID-19 crisis on physical cross-border mobility and cooperation, encourage the use of virtual possibilities for mobility and cooperation. |
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28.

| 29. | Cooperate on removing COVID-19 related obstacles to cross-border learning mobility, taking into account the possible consequences of different approaches to assessment, possibly delayed or cancelled exams and delayed enrolment, which may have a negative effect on learning mobility opportunities in the following years. |
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29.

| 30. | Cooperate on securing education possibilities for learners who commute daily between neighbouring Member States, especially in case of prolonged closure of borders. |
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30.

| 31. | Support the further development of digital infrastructure as well as digital skills and competences by making use of the financing available within Union programmes and funds, in particular the Erasmus+ programme, the European Solidarity Corps and the European Structural and Investment Funds, the Structural Reform Support Programme and their successors, as well as the new Digital Europe programme. |
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31.

INVITES THE COMMISSION, IN LINE WITH ITS COMPETENCES AND WITH DUE REGARD FOR SUBSIDIARITY, TO:

| 32. | Carry out research and disseminate results on the impact of the COVID-19 pandemic and lessons learnt at different levels of education and training, with a focus on distance learning and teaching and the digital capacities of education and training systems in Member States, as a resource for strengthening evidence-informed national policy making and cooperation at Union level, in order to build resilience and preparedness for timely, effective and appropriate future emergency responses. |
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32.

| 33. | When developing a proposal for the European recovery plan, recognise the transformative potential of education and training as an enabling driving force for a successful recovery and the need for investments in education and training, particularly in relation to digital education, including infrastructure and digital skills. |
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33.

| 34. | Support Member States in providing opportunities for investment in sustainable education and training infrastructure, in line with the European Green Deal, additionally taking into account the capacities needed to secure safety and necessary organisational measures in response to the COVID-19 crisis. |
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34.

| 35. | When developing the European Education Area, together with the post-2020 strategic framework for European cooperation in education and training, the new Digital Education Action Plan and the updated Skills Agenda, take into account the lessons learnt from the COVID-19 crisis regarding the digital transformation of education and training systems, paying special attention to quality and societal challenges such as ensuring inclusion, providing equal opportunities, promoting cohesion and combating disinformation. |
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35.

| 36. | Continue facilitating exchanges on challenges and measures taken by Member States, including by connecting, enhancing access to and availability of open educational resource databases, in order to facilitate sharing of different distance learning methodologies, tools and materials. In this context, build on the existing opportunities, such as those available via eTwinning, the School Education Gateway and the Electronic Platform for Adult Learning in Europe (EPALE). Promote the use of self-assessment tools such as SELFIE and HEInnovate to support the digital capacity and transformation of schools and higher education institutions. |
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36.

| 37. | Present and disseminate further practical information to Member States on the possibility of financing the needs of education and training systems in alleviating the consequences of the COVID-19 pandemic within the Coronavirus Response Investment Initiatives (CRII and CRII+) and other appropriate funding mechanisms. |
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37.

| 38. | Continue regularly sharing information with Erasmus+ and European Solidarity Corps stakeholders and implementing bodies on possibilities for flexible arrangements regarding the implementation of learning mobility and projects in the context of the COVID-19 crisis. |
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38.

| 39. | Together with Member States, explore means to address the most pressing needs during the times when physical mobility is restricted by allowing flexibility to reallocate unused funds between Erasmus+ actions, where appropriate. |
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39.

| 40. | Support Member States in further development of digital education practices and opportunities for digital education and training, and in addressing the effects of the COVID-19 crisis on the most vulnerable groups of learners, by using available Erasmus+ opportunities. |
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40.

| 41. | Disseminate and promote the use of relevant materials and tools, including virtual cooperation experience, resulting from Erasmus+ and European Solidarity Corps projects and activities of European and National Coalitions for Digital Skills and Jobs, which may, in the spirit of solidarity between Member States, provide useful additional support in response to the COVID-19 crisis. |
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41.

| 42. | In cooperation with Member States and with due respect for institutional autonomy and national contexts, commence working on measures to remove COVID-19 related obstacles and reinitiate the uptake of cross-border learning mobility opportunities in the aftermath of the COVID-19 crisis, including by providing clear guidance on how to facilitate learning mobility opportunities under Erasmus+. |
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42.

| 43. | Promote quality virtual mobility and cooperation and support the development of blended mobility in the framework of the Erasmus+ programme, taking into consideration that, although it cannot replace physical mobility, virtual mobility has an important complementary role. |
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43.

| 44. | Work closely with international organisations such as the Council of Europe, Unesco and the OECD in providing and disseminating information related to the implications of COVID-19 on education and training. |
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44.

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(1)  For the purpose of this document the term learner is to be understood in a broader sense, referring to learners in all types and levels of education and training, including early childhood education and care, general education, vocational education and training, adult education and higher education.

(2)  According to OECD’s TALIS survey (2018), less than 40 % of teachers feel well prepared for the use of ICT in teaching.

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