meni, da sedanji izobraževalni sistemi in sistemi usposabljanja ne morejo preprečiti visokega deleža invalidov v številu oseb, ki predhodno zapustijo šolanje, ne da bi bile potrebne dodatne javne politike, ki ponujajo posebno učno podporo, saj cilji strategije Evropa 2020 določajo zmanjšanje na manj kot 10 %; poudarja, da to vodi v pomembne socialne in zaposlitvene slabosti ter posledično v revščino invalidov, zlasti v obdobju sedanje gospodarske krize; poudarja, glede na visok delež invalidov v številu oseb, ki predhodno zapustijo šolanje, in z vidika sklepov Sveta z dne 11. maja 2010 o socialni razsežnosti izobraževanja in usposabljanja, potrebo po vlaganju v učinkovite (tudi alternativne) izobraževalne programe in programe (poklicnih) usposabljanj in njihovem spodbujanju, ki so prilagojeni potrebam, značilnostim in zmožnostim invalidov; ugotavlja, da to zahteva razpoložljivost ustreznega števila kvalificiranega in motiviranega strokovnega osebja z zanesljivimi in primernimi programi ter razpoložljivost takšnih programov v učnem načrtu vseh poklicnih izobraževalnih ustanov, ustanov za usposabljanje ter ustanov visokošolskega izobraževanja, tudi v posebnih učnih načrtih za invalide, da se prepreči negativno obnašanje do invalidnih otrok in jim omogoči pridobitev ustreznih kvalifikacij za vstop na sodoben in prost trg dela; poziva države članice in Komisijo, naj invalidom omogočijo boljši dostop do informacij o obstoječih programih mobilnosti in izobraževanja ter enak dostop do programov vseživljenjskega učenja; ugotavlja, čeprav je temu že tako, da je treba v strategijo Evropa 2020 in v njene vodilne pobude vključiti protidiskrimimacijske politike, da se zagotovi izvajanje člena 24 Konvencije ZN o pravicah invalidov;
States that the present education and training systems are not sufficient to prevent a high drop-out rate of people with disabilities without additional public policies offering specific learning support, since the figure relating to the Europe2020 objective represents a reduction to less than 10%; stresses that this leads to significant social and employment disadvantages, and resulting poverty, among people with disabilities, especially during the present economic crisis; stresses, given the high drop-out rate of persons with disabilities and in the light of the Council Conclusions of 11 May 2010 on the social dimension of education and training, the need to invest in and promote effective (including alternative) educational and (vocational) training programmes that are tailored to the needs, attributes and abilities of persons with disabilities, and notes that this calls for the availability of an adequate number of qualified and motivated professionals with sound and suitable programmes, as well as the availability of such programmes in the curricula of all vocational education and training and higher education establishments, including in extra-curricular programmes for people with disabilities, in order to combat negative attitudes towards children with disabilities and for them to obtain adequate qualifications for the modern and open labour market; calls on the Member States and the Commission to enable persons with disabilities to have better access to information about existing mobility and education programmes as well as equal access to Lifelong Learning programmes; notes, this being the case, that mainstreaming of anti-discrimination in Europe2020 and its flagship initiatives is needed in order to fulfil Article 24 of the UN CRPD;