29.9.2023
EN
Official Journal of the European Union
L 242/187
55.
Draws attention to the fact that people, and young people in particular, should be able to live, study and work in their country and region; underlines that, without efficient and effective measures addressing poverty, streamlined support to micro financing and to the development of small-scale entrepreneurs, migration movements for economic reasons will continue to grow, namely brain drain migration, resulting in multiple challenges for both destination and origin countries;
56.
Believes firmly that a multidimensional and holistic approach to extreme poverty is the best approach and reiterates that education (and training) is both a human right and the most powerful tool for combating poverty, social exclusion and inequalities;
57.
Stresses that an estimated 64 million children in developing countries do not attend primary school; stresses that notably girls have been particularly affected, as their rights to quality education continued to be further compromised due to school closures, lack of access to remote learning including by digital means, and reduction of national education budgets resulting from the stress on national economies; stresses, furthermore, that one major reason is violence in the world’s ongoing conflict areas, and the other large barrier – often closely intertwined with conflict – is poverty; recalls the importance of making equal opportunities central to development; stresses that empowering women and access to adequate education in developing countries, especially for girls and women, are important steps in the fight against poverty and food insecurity; emphasises, moreover, that the accessibility of young women to European projects, business training and funds must be encouraged in partner countries as women play an important role in the development of the local and regional economy in several developing countries;
58.
Notes that the Union supports education in some 100 countries and through partnerships such as the Global Partnership for Education (18) and Education Cannot Wait (19), and continues to promote gender equality in partnership with governments and non-government stakeholders;
59.
Commends the Commission’s priority to go beyond the set target of 10 % and attain 13 % for education of DG INTPA’s total portfolio;
60.
Notes that, in 2021, the Union disbursed EUR 85 million from EDF to support education in partner countries, contributing to the enrolment of more than 32 million primary education students and nearly 3 million students at secondary level over 2018–2020; notes that of the EUR 85 million, EUR 6 million was used to support Erasmus mobility and capacity building projects for the ACP countries, EUR 31 million was disbursed on vocational education and training – from this amount EUR 5 million was paid as part of budget support programmes, EUR 1,2 million for works and supplies, EUR 0,8 million for services and the remaining EUR 24 million in the form of grants;
61.
Notes that the Commission pledged EUR 700 million to the Global Partnership for Education last year, to help provide 140 million children with trained teachers and to get 88 million more children into school and learning;
62.
Reiterates that entrepreneurship programmes play an essential role in the fight against poverty and the development of economic growth; highlights the fact that providing business training can help small-scale entrepreneurs set up businesses and improve business practices, enabling poor families to plot their path to sustainable livelihoods and socioeconomic resilience; notes, however, that in order to improve the effectiveness of such programmes, training should be complemented with customised support and follow-up services; recalls that the accessibility of young women to European projects, business training and funds must be encouraged in partner countries; (18) https://www.globalpartnership.org/ (19) https://www.educationcannotwait.org/