2021/2209(INI) Towards an EU strategy to promote education for children in the world: mitigating the impact of the COVID-19 pandemic
Lead committee dossier:
Progress: Procedure completed
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Lead | AFET |
LEGA David ( EPP)
|
VOLLATH Bettina ( S&D),
AUŠTREVIČIUS Petras ( Renew),
SATOURI Mounir ( Verts/ALE),
MATIAS Marisa ( GUE/NGL)
|
| Committee Opinion | DEVE |
HÖLVÉNYI György ( EPP)
|
Michèle RIVASI ( Verts/ALE),
Gianna GANCIA ( ID),
Pierfrancesco MAJORINO ( S&D)
|
| Committee Opinion | CULT |
VERHEYEN Sabine ( EPP)
|
Massimiliano SMERIGLIO ( S&D),
Gianantonio DA RE ( ID),
Andrey SLABAKOV ( ECR),
Ilana CICUREL ( RE)
|
Lead committee dossier:
Legal Basis:
RoP 54, RoP 57
Legal Basis:
RoP 54, RoP 57Events
2022/05/03
EP - Decision by Parliament
Details
The European Parliament adopted by 568 votes to 21, with 43 abstentions, a resolution on ‘Towards an EU strategy to promote education for children in the world: mitigating the impact of the COVID-19 pandemic’.
According to Unicef, more than 168 million children have lost a full year of education because of school closures due to the COVID-19 lockdowns. Education has been significantly disrupted for 800 million students worldwide, who have lost an average of two-thirds of a school year. Since March 2020, some 194 countries have been forced to close schools across their territory due to the COVID-19 pandemic, affecting more than 1.8 billion learners worldwide and depriving them of access to education and other benefits offered by school.
While praising the work of teachers, educators and support staff who have adapted quickly to the COVID-19 pandemic, Members urged the Commission, the European External Action Service (EEAS) and Member States to promote a child rights-based approach in global efforts to mitigate the impact of the COVID-19 pandemic on children's access to education, and on the principles of non-discrimination, best interests of the child and child participation.
Recognising that education is a cross-cutting issue that affects all aspects of sustainable development, Parliament insisted that the EU should lead the way as an educational power and urged the Commission to define a strategy with a clear description and objectives in this respect.
The resolution stressed the importance of ensuring children's right to education and giving every child the chance to return to school. In particular, it called on the Commission, the EEAS and the Member States to:
- support the authorities of third countries in prioritising school reopening in their recovery plans;
- support third-country authorities in ensuring that all children can enjoy their right to primary education and to take action to ensure that secondary education is available and accessible;
- support third-country authorities in developing and implementing digital teaching and learning methods and to facilitate internet access for all;
- work with their transatlantic allies and international partners to boost the global supply of COVID-19 vaccine, ensuring equitable distribution to the countries and populations that need it most, and enable children to rapid return to school;
- support the authorities of third countries in financing and implementing ‘safe school’ operations, including providing hygiene supplies and sharing information on handwashing and other hygiene measures, as well as on maintaining the continuity of nutrition services for school-age children and adolescents;
- support the authorities of third countries in establishing education risk mitigation and management plans through resilience planning;
- support the authorities of third countries in proactively issuing guidance on best practices in remote learning, and in ensuring that appropriate and safe tools, curricula and technology are used and are made accessible to children from low-income families, rural, indigenous and migrant children, marginalised children and children with disabilities or learning difficulties;
- maintain robust funding for education through all EU financial instruments available;
- assist authorities in third countries to ensure appropriate care for children, including by putting in place a contingency plan for the care of children who are orphaned or who are no longer adequately cared for due to severe cases of COVID-19;
- support the governments of third countries in building and further developing stronger gender-responsive and inclusive education systems accompanied by the eradication of all forms of gender-based violence against women and girls;
- allocate the necessary funds within the framework of the EU humanitarian aid to Afghanistan to enable international and local organisations to facilitate the reopening of educational institutions for girls and women;
- develop specific programmes to manage and mitigate the mental health and psychosocial impact of the COVID-19 outbreak on children, teachers and their communities;
- support the authorities of partner countries in addressing the challenges in their education systems with the aim of making them capable of withstanding future crises, and making systems more resilient and inclusive.
Parliament urged countries around the world to consider education as an investment rather than an expense. Members believe that adequate and effective financial assistance for education is a prerequisite to eliminate poverty and enhance well-being. They called on the Commission and Member States to substantially increase funding for education in their international development and assistance strategies.
Members stressed the role of non-formal and informal education, citizenship education and volunteering. They stressed the importance of continuing professional development and increased financial support for teachers. They called for environmental education to become an essential component of the school curriculum.
Lastly, Parliament called for an acceleration of global knowledge exchange and increased mobility at all levels of education.
Documents
2022/05/02
EP - Debate in Parliament
Documents
2022/03/22
EP - Committee report tabled for plenary
Details
The Committee on Foreign Affairs adopted an own-initiative report by David LEGA (EPP, SE) on ‘Towards an EU strategy to promote education for children in the world: mitigating the impact of the COVID-19 pandemic’.
According to Unicef, more than 168 million children have lost a full year of education because of school closures due to the COVID-19 lockdowns. Education has been significantly disrupted for 800 million students worldwide, who have lost an average of two-thirds of a school year. Since March 2020, some 194 countries have been forced to close schools across their territory due to the COVID-19 pandemic, affecting more than 1.8 billion learners worldwide and depriving them of access to education and other benefits offered by school.
Members urged the Commission, the European External Action Service (EEAS) and Member States to promote a child rights-based approach in global efforts to mitigate the impact of the COVID-19 pandemic on children's access to education, and on the principles of non-discrimination, best interests of the child and child participation.
Recognising that education is a cross-cutting issue that affects all aspects of sustainable development, the report stressed the importance of ensuring children's right to education and giving every child the chance to return to school. In particular, it called on the Commission, the EEAS and the Member States to:
- support the authorities of third countries in prioritising school reopening in their recovery plans ;
- support third-country authorities in ensuring that all children can enjoy their right to primary education and to take action to ensure that secondary education is available and accessible;
- support third-country authorities in developing and implementing digital teaching and learning methods and to facilitate internet access for all;
- support the authorities of third countries in financing and implementing ‘safe school’ operations, including providing hygiene supplies and sharing information on handwashing and other hygiene measures, as well as on maintaining the continuity of nutrition services for school-age children and adolescents;
- support the authorities of third countries in establishing education risk mitigation and management plans through resilience planning;
- support the authorities of third countries in proactively issuing guidance on best practices in remote learning , and in ensuring that appropriate and safe tools, curricula and technology are used and are made accessible to children from low-income families, rural, indigenous and migrant children, marginalised children and children with disabilities or learning difficulties;
- maintain robust funding for education through all EU financial instruments available;
- support the governments of third countries in building and further developing stronger gender-responsive and inclusive education systems accompanied by the eradication of all forms of gender-based violence against women and girls;
- preserve and further strengthen the achievements of the past 20 years in education for women and girls in Afghanistan ;
- develop specific programmes to manage and mitigate the mental health and psychosocial impact of the COVID-19 outbreak on children, teachers and their communities;
- support the authorities of partner countries in addressing the challenges in their education systems with the aim of making them capable of withstanding future crises, and making systems more resilient and inclusive.
The report urged countries around the world to consider education as an investment rather than an expense . Members believe that adequate and effective financial assistance for education is a prerequisite to eliminate poverty and enhance well-being. They called on the Commission and Member States to substantially increase funding for education in their international development and assistance strategies.
Members stressed the role of non-formal and informal education, citizenship education and volunteering. They called for environmental education to become an essential component of the school curriculum. The report also urged the importance of accompanying investment in training and education with support for job creation to provide a better outlook for the next generation of young people in Africa and other developing regions.
Documents
2022/03/15
EP - Vote in committee
2022/03/04
EP - Committee opinion
Documents
2022/02/08
EP - Committee opinion
Documents
2021/12/16
EP - Amendments tabled in committee
Documents
2021/11/25
EP - Committee referral announced in Parliament
2021/11/25
EP - Referral to associated committees announced in Parliament
2021/10/29
EP - HÖLVÉNYI György (EPP) appointed as rapporteur in DEVE
2021/10/28
EP - Committee draft report
Documents
2021/07/13
EP - VERHEYEN Sabine (EPP) appointed as rapporteur in CULT
2021/03/04
EP - LEGA David (EPP) appointed as rapporteur in AFET
Documents
- Decision by Parliament: T9-0138/2022
- Debate in Parliament: Debate in Parliament
- Committee report tabled for plenary: A9-0058/2022
- Committee opinion: PE700.642
- Committee opinion: PE699.300
- Amendments tabled in committee: PE702.918
- Committee draft report: PE698.973
- Committee draft report: PE698.973
- Amendments tabled in committee: PE702.918
- Committee opinion: PE699.300
- Committee opinion: PE700.642
Activities
- Ádám KÓSA
Plenary Speeches (1)
- Juozas OLEKAS
Plenary Speeches (1)
- David LEGA
Plenary Speeches (1)
- Bettina VOLLATH
Plenary Speeches (1)
- Julie LECHANTEUX
Plenary Speeches (1)
- Jarosław DUDA
Plenary Speeches (1)
Votes
Une stratégie de l’Union visant à encourager l’éducation des enfants dans le monde - EU strategy to promote education for children in the world - Eine Strategie der EU zur Förderung der Bildung von Kindern auf der ganzen Welt - A9-0058/2022 - David Lega - Proposition de résolution (ensemble du texte) #
2022/05/03 Outcome: +: 568, 0: 43, -: 21
PPE
The Left
NI| Amendments | Dossier |
| 285 |
2021/2209(INI)
2021/12/14
CULT
57 amendments...
Amendment 1 #
Draft opinion Paragraph -1 (new) -1. Welcomes the commitments made at the May 2021 UNESCO World Summit on Education for Sustainable Development (ESD) and the adoption of the Berlin Declaration; insists on ensuring quality education for all children as an enabler for all SDGs and on the importance of integrating ESD into all levels of education and training from early childhood to tertiary and adult education, including VET, non-formal education and informal learning1a; _________________ 1a https://en.unesco.org/sites/default/files/es dfor2030-berlin-declaration-en.pdf
Amendment 10 #
Draft opinion Paragraph 1 – point 1 (new) (1) Acknowledges that the COVID-19 crisis has made action on violence against children even more pressing; urges to take all appropriate measures to ban all forms of corporal punishment against children, and to explicitly condemn and commit to ending harmful practices, including child labour, child trafficking, gender-based violence, female genital mutilation, and early and forced child marriage;
Amendment 11 #
Draft opinion Paragraph 1 – subparagraph 1 (new) Is of the view that financial resources should be focused, in particular, on supporting the most disadvantaged groups, such as students with disabilities and students living in the most remote and peripheral areas;
Amendment 12 #
Draft opinion Paragraph 1 – point 2 (new) (2) Calls on the Commission and the European External Action Service (EEAS) to promote a quality education in conflict or emergency situation that adheres to the minimum standards developed by the Inter Agency Network for Education in Emergencies (INEE);
Amendment 13 #
Draft opinion Paragraph 1 – point 3 (new) (3) Calls on the Commission and the European External Action Service (EEAS) to support refugee-hosting countries in strengthening their local educational systems and assisting hosting communities to facilitate sustainable refugee inclusion;
Amendment 14 #
Draft opinion Paragraph 1 – point 4 (new) (4) Stresses the importance to include the voices of children themselves in decisions that affect their access to quality, safe and inclusive education, in line with the EU Strategy on the Rights of the Child and its global dimension;
Amendment 15 #
Draft opinion Paragraph 1 a (new) 1 a. Insists on the Union to act as an educational power that enables Member States to fully exercise their capacity to convince, assist and support education for children in the world; urges the European Commission for further efforts in defining a strategy in that regard, with a clear outline and objectives, and in the framework of the European Education Area;
Amendment 16 #
Draft opinion Paragraph 1 a (new) 1a. Stresses that early school leaving and lack of educational opportunities generally affect children and adolescents from disadvantaged social backgrounds, characterised by family distress, precarious employment and material deprivation, who have been particularly affected by the effects of the pandemic;
Amendment 17 #
Draft opinion Paragraph 1 b (new) 1b. Points out that COVID-19 has had a devastating impact on children and young people with disabilities who require special care and attention during lockdown periods and who are now having to face the consequences;
Amendment 18 #
Draft opinion Paragraph 1 c (new) 1c. Calls on the Commission to develop guidelines for school inclusion that are not just related to school attendance and learning, but continue in all aspects of daily life, backed up by adequate funding and monitoring of the achievement of objectives;
Amendment 19 #
2. Stresses the importance of improving cost analysis when selecting and monitoring education projects, of ensuring that projects last long enough to address children’s educational needs, of avoiding excessive administrative burdens for implementing partners, and of addressing long-term sustainability in cash-for- education projects; calls for increased public-private partnerships in education for children;
Amendment 2 #
Draft opinion Paragraph -1 a (new) Amendment 20 #
Draft opinion Paragraph 2 2. Stresses the importance of improving
Amendment 21 #
Draft opinion Paragraph 2 – point 1 (new) (1) Calls on the Commission to support third countries, both through bilateral and multilateral efforts, to make use of existing flexibilities in international law to enable digital access to materials for educational purposes, as well as to advance solutions that would enable cross-border use; believes that progress in these areas would reduce the administrative and financial burden on educators and schools in carrying out their missions.
Amendment 22 #
Draft opinion Paragraph 2 – subparagraph 1 (new) Stresses the importance of developing a specific monitoring methodology for education projects in order to propose possible corrective measures while they are being implemented;
Amendment 23 #
Draft opinion Paragraph 2 a (new) 2 a. Calls for setting up strict evaluation and control on the allocation of EU funds to educational projects in third countries to make sure assistance effectively goes to structures and non- governmental organisations that are in line with European values, serve proper training of teachers and provide children with educational material that does not incite to hatred against others;
Amendment 24 #
Draft opinion Paragraph 3 3. Calls on the Commission to develop methodologies and guidelines that enhance the ability of its aid projects to reach
Amendment 25 #
Draft opinion Paragraph 3 3. Calls on the Commission to
Amendment 26 #
Draft opinion Paragraph 3 3. Calls on the Commission to develop methodologies and guidelines that enhance the ability of its aid projects to reach
Amendment 27 #
Draft opinion Paragraph 3 – point 1 (new) (1) Calls on the Commission and the European External Action Service (EEAS) to promote and support comprehensive sexuality education that is accessible, adapted and stigma-free for all children, adolescents and young people, in both formal and non-formal educational settings, including information on sexual and reproductive health services;
Amendment 28 #
Draft opinion Paragraph 3 – point 1 (new) (1) Stresses the importance of face to face learning, especially in early childhood, since it is this type of teaching that ensures the acquisition of the skills that will allow children to progress throughout their lives: personal relationships, study skills, empathy, cooperation, etc.
Amendment 29 #
Draft opinion Paragraph 3 a (new) 3 a. Underlines that due to the pandemic, learners all over the globe have paid a heavy price in terms of learning and knowledge losses, which has been coupled with a severe methodology loss affecting the development of their critical thinking skills; calls therefore on the Commission and the European External Action Service (EEAS) to support national authorities in strengthening education systems both at national and regional level and investing in equality and skills for the future;
Amendment 3 #
Draft opinion Paragraph -1 b (new) -1 b. Calls on the EEAS to promote coordination between educational, social and health services; recalls schools should be safe refuge for children, providing public spaces for democratic rights and freedom of expression; urges for specific attention to children with specific pedagogical needs, children from vulnerable groups, such as refugees, children in emergency situations, living in remote areas or from disadvantaged backgrounds; reaffirms that the payment of education fees should not be an obstacle to access quality education, especially since the pandemic has led to an impoverishment of children and their families;
Amendment 30 #
Draft opinion Paragraph 3 a (new) 3 a. Calls on the Commission to take appropriate legislative measures in the field of international trade and cooperation to avoid exacerbating child labour as every child has a fundamental right to enrol in quality education; encourages countries around the world to implement legal frameworks for public school enrolment and to set a minimum school-leaving age;
Amendment 31 #
Draft opinion Paragraph 3 b (new) 3 b. Recalls that teachers play a prominent role in education at all levels and they should be equipped and empowered, even with digital skills, through continuous training and through better recognition of the teaching profession; stresses the importance of improving working conditions and the need for educators and teachers to be adequately remunerated for their work;
Amendment 32 #
Draft opinion Paragraph 3 b (new) 3 b. Encourages further development and reinforcement of programmes in low- and middle-income countries aimed at countering disinformation, mitigating the fears of parents following the pandemic and illustrating the advantages and the potential of schooling in order to boost school attendance and ensure that children progress as far as possible in the education system;
Amendment 33 #
Draft opinion Paragraph 4 4.
Amendment 34 #
Draft opinion Paragraph 4 4. Draws attention to the potential of online platforms such as eTwinning and teacher academies under Erasmus+ in order to further empower teachers
Amendment 35 #
Draft opinion Paragraph 4 – point 1 (new) (1) Underlines the key role of the future European Education Area providing an important opportunity for more international cooperation and relevance for build synergies on education across Europe and beyond in order to develop common approaches and solutions to common challenges;
Amendment 36 #
Draft opinion Paragraph 4 a (new) 4 a. Calls for digital learning to become an emergency service in school systems around the word; stresses that it should however not replace ‘in person’ education but that hybrid learning can bring opportunities in line with the digital transition; encourages world leaders to consider connectivity and access to digital infrastructures, such as access to an affordable and quality network, as a right derived from the fundamental right to education;
Amendment 37 #
Draft opinion Paragraph 4 b (new) 4 b. As online learning has become one of the few ways of ensuring continuity of learning during school closures, emphasizes the importance of projects aimed at providing adequate infrastructure and connectivity, especially in the most remote areas; calls on the Commission to increase the proportion of such projects, and on the Member States as well as national authorities of partner countries to take part in them more intensively;
Amendment 38 #
Draft opinion Paragraph 4 c (new) 4 c. Emphasises the role of non-formal and informal education, citizenship education and volunteering; calls on the Commission to support third countries on improving the recognition of soft skills; insists on the promotion of practices of intergenerational solidarity and mentoring to reduce inequalities, exclusion or early school leaving;
Amendment 39 #
Draft opinion Paragraph 4 c (new) 4 c. Calls for wide availability of free and open source technologies and digital tools as well as educational resources for teachers and students worldwide and emphasises the need for their further support and expansion;
Amendment 4 #
Draft opinion Paragraph -1 c (new) -1 c. Urges the authorities of third countries to safeguard the opening of schools as a key objective in a pandemic, if not ensuring pedagogical continuity for all children, such as with protective health and security measures, vaccination strategies and distance learning capacity, and for the EEAS to increase its guidance and support to governments around the world towards these objectives; in priority assisting low and low-middle-income countries in ensuring their educational institutions have access to basic health and sanitary infrastructures;
Amendment 40 #
Draft opinion Paragraph 5 5. Calls for the acceleration of North- South and South-North knowledge exchanges and mobility at all levels of education, while acknowledging the complex nature of the history of North- South relationships and emphasising the importance of promoting heritage, cultural identity, global citizenship education, history and art through education; calls for a European Education Plan in complementarity with the European Education Area focused on investment in education designing to reduce gaps and ensure the adaptation of education to the current and future challenges related to the pandemic, digital and green transformation;
Amendment 41 #
Draft opinion Paragraph 5 5. Calls for the acceleration of
Amendment 42 #
Draft opinion Paragraph 5 5. Calls for the acceleration of North- South and South-North knowledge exchanges and mobility at all levels of education, while acknowledging the complex nature of the history of North- South relationships and emphasising the importance of promoting heritage, cultural identity, history and art through education; notes the potential of hybrid mobility in that regard;
Amendment 43 #
Draft opinion Paragraph 5 5. Calls for the acceleration of
Amendment 44 #
Draft opinion Paragraph 5 – point 1 (new) (1) Recalls the importance of ensuring that digitalization leaves no child behind and calls on the Commission and the European External Action Service (EEAS) to cooperate closely with third countries and the private sector to enable broadband access and Internet-connected classrooms; calls for the inclusion of ICT and digital technology education in curricula, as well as the promotion of girls’ participation in STEAM subjects;
Amendment 45 #
Draft opinion Paragraph 5 – point 2 (new) (2) Stresses the importance of developing and strengthening awareness- raising activities related to climate change, environmental protection, and their impact on children and future generations; calls to make environmental education a core curriculum component;
Amendment 46 #
Draft opinion Paragraph 5 a (new) 5 a. Calls on the European Commission to urgently convene an international donor conference by the EU and the United Nations with a view to reinforce the Covax initiative, setting the availability of approved paediatric vaccine for all children as a common target, in view of the devastating impact of the covid19 on the education of the global youth; believes that this goal should be included in a Global Health Pact, financed with extraordinary issuance of special drawing rights from the IMF and donations from developed countries;
Amendment 47 #
Draft opinion Paragraph 5 a (new) 5 a. Draws attention to the need of harnessing the synergies between culture and education so as to shape sustainable, inclusive and resilient societies; in this regard, calls on the Commission and the European External Action Service (EEAS) to support national authorities in integrating arts and culture in school curricula and extra curricula activities so as to enrich the educational and learning experiences of learners in third countries;
Amendment 48 #
Draft opinion Paragraph 5 b (new) 5 b. Decries the structural discrimination suffered by thousands of refugee children in Europe that have had little or no access to education; affirms that segregated classes in reception camps, often run by volunteers, cannot be a substitute for schooling; calls for the compulsory education of refugee children in the school system of the host country as a requisite for accessing EU funding in the field of migration;
Amendment 49 #
Draft opinion Paragraph 6 6.
Amendment 5 #
Draft opinion Paragraph -1 d (new) Amendment 50 #
Draft opinion Paragraph 6 6. Stresses the importance of vocational education and training
Amendment 51 #
Draft opinion Paragraph 6 6. Stresses the importance of vocational education and training, particularly for children in third countries, to help them find stable work and give them and their families a reason to finish school. Calls for the interventions to be implemented in order to make technical and financial support as effective and relevant as possible.
Amendment 52 #
Draft opinion Paragraph 6 6. Stresses the importance of vocational education, non-formal education, mentoring and training, particularly for children in third countries, to help them find stable work and give them and their families a reason to finish school.
Amendment 53 #
Draft opinion Paragraph 6 6. Stresses the importance of vocational education and training, particularly for children in third countries, to help them find stable work in their country of origin and give them and their families a reason to finish school.
Amendment 54 #
Draft opinion Paragraph 6 – point 1 (new) Amendment 55 #
Draft opinion Paragraph 6 a (new) 6 a. Emphasises the significant role of non-formal and informal education as well as volunteering in acquiring crosscutting skills, which would enable learners to actively participate in society by developing their full potential personally and professionally; calls on the Commission and the European External Action Service (EEAS) to support the authorities of third countries in improving the recognition of competences gained through non-formal and informal education and in increasing cooperation between non-formal and informal organisations and schools;
Amendment 56 #
Draft opinion Paragraph 6 a (new) 6 a. Emphasises the important role of physical education in schools, as physical activity and healthy lifestyles are key factors in improving learners' health; calls therefore on the Commission and the European External Action Service (EEAS) to support national authorities in ensuring sufficient and safe sports facilities in schools and the training of qualified sports teachers;
Amendment 57 #
Draft opinion Paragraph 6 a (new) 6 a. Commits to making education a key topic of discussion in Parliamentary delegation work, especially through Joint Parliamentary Assemblies such as the ACP-EU Joint Parliamentary Assembly;
Amendment 6 #
Draft opinion Paragraph -1 d (new) -1 d. Calls on the Commission, the Member States as well as national governments of third countries to develop strategies and guidelines for the education sector to respond to possible subsequent waves of the pandemic in a coordinated and organized manner with the aim of minimising the negative impacts on the learning process;
Amendment 7 #
Draft opinion Paragraph 1 1.
Amendment 8 #
Draft opinion Paragraph 1 1. Believes that financial assistance in education is a prerequisite to eliminate poverty and enhance human well-being, especially at a time when public resources are increasingly constrained with competing demands in sectors such as health and education; calls for a global partnership for education, that harmonises education systems and establishes a set of international standards for education;
Amendment 9 #
Draft opinion Paragraph 1 1. Believes that effective financial assistance in education is a prerequisite to e
source: 703.004
2021/12/16
AFET
135 amendments...
Amendment 1 #
Motion for a resolution Citation 1 a (new) — having regard to the Universal Declaration of Human Rights (Article 26), the International Covenant on Civil and Political Rights (Article 18) and the International Covenant on Economic, Social and Cultural Rights (Articles 13 and 14);
Amendment 10 #
Motion for a resolution Citation 8 a (new) — having regard the Sustainable Development Goals adopted by the United Nations in 2015;
Amendment 100 #
7. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in proactively issuing guidance on best practices in remote learning, and in ensuring that appropriate and safe tools, curricula and technology are used and are made accessible to children from low- income families, rural, indigenous and migrant children, marginalised children and children with disabilities or learning difficulties, children in alternative care, children in places of detention, and children living in remote areas or in environments where they are deprived of liberty or where internet access is not ubiquitous; reiterates the
Amendment 101 #
Motion for a resolution Paragraph 7 7. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in
Amendment 102 #
Motion for a resolution Paragraph 7 7. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in proactively issuing guidance on best practices in remote learning, and in ensuring that appropriate and safe tools, curricula and technology are used and are made accessible to children from low- income families, marginalised children and children with disabilities or learning difficulties, children in alternative care, and
Amendment 103 #
Motion for a resolution Paragraph 7 7. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in proactively issuing guidance on best practices in remote learning, and in ensuring that appropriate and safe tools, curricula and technology are used and are made accessible to children from low- income families, marginalised children and children with disabilities or learning difficulties, children in alternative care, and children of indigenous peoples living in remote areas or in environments where they are deprived of liberty or where internet access is not ubiquitous; reiterates the importance of digital learning as a great equaliser that enables educational institutions to reach all children at speed and scale, while at the same time fostering partnerships and working with a wide range of actors from civil society as well as the public and
Amendment 104 #
Motion for a resolution Paragraph 8 8. Calls on the Commission and the EEAS to maintain robust funding for education through all EU financial instruments available, in line with the 10 % benchmark on education in the Global Europe instrument
Amendment 105 #
Motion for a resolution Paragraph 9 9. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in ensuring appropriate care for children, including by putting in place a contingency plan for the care of children orphaned or left without appropriate care because of severe cases of COVID-19 that require hospitalisation of
Amendment 106 #
Motion for a resolution Paragraph 9 a (new) 9 a. Calls on the Commission and the EEAS to support the governments of third countries in eliminating all forms of discrimination and in providing equal opportunities within the education system to every child;
Amendment 107 #
Motion for a resolution Paragraph 10 10. Calls on the Commission and the EEAS to support the governments of third countries in building stronger gender- responsive education systems accompanied by the eradication of all forms of gender-based violence against women and girls; recalls the need for girls to be able to complete their education and have access to age appropriate information and services, without discrimination, free of gender bias and with an equal opportunity to fulfil their potential;
Amendment 108 #
Motion for a resolution Paragraph 10 10. Calls on the Commission and the EEAS to support the governments of third countries in building stronger gender- responsive education systems and in such cases as Afghanistan, where Taliban does not ensure girls and women rights to education, work and public life, supports that the EU financial support through the authorities be conditional on full respect for fundamental freedoms and human rights;
Amendment 109 #
Motion for a resolution Paragraph 10 10. Calls on the Commission and the EEAS to support the governments of third countries in building stronger gender- responsive education systems; women’s access to education has been established as a fundamental right by the UN; priority to increase girls’ education should be a central policy target of the EU and the international development community;
Amendment 11 #
Motion for a resolution Citation 8 b (new) — having regard the UNDP publication entitled "Leaving No One Behind: Impact COVID-19 on Sustainable Development Goals (SDGs)";
Amendment 110 #
Motion for a resolution Paragraph 10 10. Calls on the Commission and the EEAS to support the governments of third countries in building and further developing stronger gender-
Amendment 111 #
Motion for a resolution Paragraph 10 10. Calls on the Commission and the EEAS to support the governments of third countries in building stronger
Amendment 112 #
Motion for a resolution Paragraph 10 10. Calls on the Commission and the EEAS to support the governments of third countries in building stronger gender- responsive and inclusive education systems;
Amendment 113 #
Motion for a resolution Paragraph 10 e (new) 10 e. Reiterates its call on the Commission, the EEAS and the Member States to further strengthen their support for gender equality, the full enjoyment of human rights by all women and girls and their empowerment worldwide; calls for further action to protect girls at risk of or living in poverty and girls who face a greater risk of early and forced marriage, and to ensure the well-being and development prospects of all children and communities;
Amendment 114 #
Motion for a resolution Paragraph 10 a (new) 10 a. Calls upon the Commission and the EEAS to preserve and further strengthen the achievements of the past 20 years in girls and women education in Afghanistan; urges to allocate required funds within the EU humanitarian aid package for Afghanistan to enable international and local organizations to facilitate re-opening of educational facilities for girls and women and to develop remote learning programmes as a temporary measure; calls for similar attention to education of Afghan children and youth in countries hosting Afghan refugees;
Amendment 115 #
Motion for a resolution Paragraph 10 d (new) 10 d. Condemns the fact that millions of girls worldwide do not have access to education, thus leaving them exposed to dependence and at a higher risk of violence and exploitation; calls for the EU, the Member States and global actors to support worldwide actions to provide girls with quality education; highlights the need to support women’s participation in STEM education and careers; urges to address gender-related barriers to education such as laws, policies and harmful social-cultural norms that prevent girls from continuing education in case of pregnancy, marriage and motherhood; encourages to tackle gender stereotypes and harmful socio-cultural norms through education, and prevent violence through gender-sensitive education programming for both boys and girls;
Amendment 116 #
Motion for a resolution Paragraph 10 b (new) 10 b. Underlines that the right to education and information on sexual and reproductive health, family planning, modern contraceptive methods, safe and legal abortion, and maternal, prenatal and postnatal health care, must be guaranteed for all people;
Amendment 117 #
Motion for a resolution Paragraph 10 c (new) 10 c. Rejects the misuse and instrumentalisation of belief or religion to impose discriminatory access to education and closing of schools; calls for these practices to be put an end and urges for the reopening of all schools for girls and women;
Amendment 118 #
Motion for a resolution Paragraph 11 11. Calls on the Commission, the EEAS and the Member States, as well as the national governments of third countries, to develop specific programmes to manage and mitigate the mental health and psychosocial impact of the COVID-19 outbreak on children, teachers and their
Amendment 119 #
Motion for a resolution Paragraph 11 a (new) 11 a. Stresses the fragility and sensitivity of children and the consequent need for safe spaces for children, a need which already existed before the COVID- 19 pandemic but which was exacerbated by it; calls on the Commission, the EEAS and the Member States, as well as the national governments of third countries, to provide psychosocial support and sufficient safe spaces for children, and to inform children about them and to make them easily accessible to children; calls, furthermore, for the establishment of emergency hotlines for children and for them to be widely publicised;
Amendment 12 #
Motion for a resolution Citation 8 c (new) — having regard the UN Sustainable Development Goals Report 2021;
Amendment 120 #
Motion for a resolution Paragraph 11 a (new) 11 a. Urges to cease opportunity and employ COVID-19 recovery funds and fast-tracked innovative measures used to ensure remote learning during the pandemic to reimagine education and build systems that are more forward- looking, inclusive, flexible and resilient; these new approaches must address learning losses, prevent dropouts, and ensure the social and emotional welfare of students, teachers and staff;
Amendment 121 #
Motion for a resolution Paragraph 12 12. Calls on the Commission, the EEAS and the Member States to support the authorities of partner countries in addressing the challenges in their education systems with the aim of making them capable of withstanding future crises, and making systems more resilient and inclusive, through planning for resilience, implementing learning recovery programmes and protecting educational budgets, with dedicated investments in high-quality, affordable and inclusive education, while respecting the special education needs of every child and parental rights, including investments in education technology, teacher training and other resources to ensure children and youth do not miss out on opportunities to enter the labour market later in life;
Amendment 122 #
Motion for a resolution Paragraph 12 12. Calls on the Commission, the EEAS and the Member States to support the authorities of partner countries in addressing the challenges in their education systems with the aim of making them capable of withstanding future crises, and making systems more resilient and inclusive, through planning for resilience, implementing learning recovery programmes and protecting educational budgets, with dedicated investments in high-quality, affordable and inclusive education, including investments in education technology, teacher training and other resources to ensure that children and youth reach their full potential, are prepared for life and do not miss out on opportunities to enter the labour market later in life;
Amendment 123 #
Motion for a resolution Paragraph 12 12. Calls on the Commission, the EEAS and the Member States to support the authorities of partner countries in addressing the challenges in their education systems with the aim of making them capable of withstanding future crises, and making systems more resilient, gender- responsive and inclusive, through planning for resilience, implementing learning recovery programmes and protecting educational budgets, with dedicated investments in
Amendment 124 #
Motion for a resolution Paragraph 12 12. Calls on the Commission, the EEAS and the Member States to support the authorities of partner countries in addressing the challenges in their education systems with the aim of making them capable of withstanding future crises, and making systems more resilient and inclusive,
Amendment 125 #
Motion for a resolution Paragraph 12 a (new) 12 a. Calls on Member States to take into account the aggravation of their situation caused by the COVID-19 health crisis, and to immediately repatriate all European children detainees held in Syrian camps, prevailing the best interest of the child principle as a primary consideration;
Amendment 126 #
Motion for a resolution Paragraph 12 a (new) 12 a. Highlights that remote learning programmess designed to address future crises must encompass different learning materials, including printed ones, in order to be accessible to most disadvantaged and marginalised children;
Amendment 127 #
Motion for a resolution Paragraph 13 13. Stresses the importance of including vocational training and ‘second chance programmes’ in the recovery plans to help children and young people enter the labour market; calls on the Commission, the EEAS, the Member States and third countries to generate desirable future prospects for the young generation;
Amendment 128 #
Motion for a resolution Paragraph 14 14. Highlights the importance of preparing and supporting teachers, empowering them to address learning losses among their students to be able to respond to their individual social, family and mental conditions, and to incorporate digital technology into their teaching;
Amendment 129 #
Motion for a resolution Paragraph 14 14. Highlights the importance of
Amendment 13 #
Motion for a resolution Citation 8 a (new) — having regard to the European Child Guarantee;
Amendment 130 #
Motion for a resolution Paragraph 14 a (new) 14 a. Stresses that children’s rights, and in particular the right to education and the right to health, apply to all children; stresses that there must be no room for unequal treatment and discrimination;
Amendment 131 #
Motion for a resolution Paragraph 15 15. Considers that national governments – and their competent national authorities – must communicate with children in a child-friendly manner to explain the measures taken to limit the spread of COVID-19 to raise awareness about the impact, risks and threats of COVID-19 and to inform children of their rights;
Amendment 132 #
Motion for a resolution Paragraph 15 15. Considers that national governments – and their competent national authorities – must communicate with children in a child-friendly manner and with their parents to explain the measures taken to limit the spread of COVID-19;
Amendment 133 #
Motion for a resolution Paragraph 15 15. Considers that national governments – and their competent national, regional or local authorities – must communicate with children in a child- friendly manner to explain the measures taken to limit the spread of COVID-19;
Amendment 134 #
Motion for a resolution Paragraph 15 a (new) 15 a. Deplores that the United States of America remains the last UN Member State not to have ratified the UN Convention on the Rights of the Child and calls on the US administration to take urgent action in order to make this core human rights convention effectively universal;
Amendment 135 #
Motion for a resolution Paragraph 15 a (new) 15 a. Stresses out the need for the proper evaluation, follow-up and monitoring of the impact of initiatives implemented during the crisis in order to identify the gaps and shortfalls and determine how these can be reduced;
Amendment 14 #
Motion for a resolution Citation 10 a (new) — having regard to its resolution of 11 March 2021 on the Syrian conflict – 10 years after the uprising;
Amendment 15 #
Motion for a resolution Recital A A. whereas almost five million people globally have died because of the COVID- 19 pandemic, prompting governments all over the world to enact extraordinary measures to contain the spread of the COVID-19 virus, including closing schools and limiting access to educational facilities; whereas there are other crises, such as the climate crisis, which still need to be addressed;
Amendment 16 #
Motion for a resolution Recital A a (new) A a. whereas almost two years into the COVID-19 pandemic, with new virus variants intensifying the health crisis, children around the world are still at an increased risk of falling below the minimum proficiency levels;
Amendment 17 #
Motion for a resolution Recital B B. whereas
Amendment 18 #
Motion for a resolution Recital B B. whereas access to education is a fundamental human right
Amendment 19 #
Motion for a resolution Recital B B. whereas access to education is a fundamental human right indispensable for the exercise of other human rights;
Amendment 2 #
Motion for a resolution Citation 1 a (new) — having regard to Article 26 of the Universal Declaration of Human Rights 1948;
Amendment 20 #
Motion for a resolution Recital C C. whereas since March 2020, around 194 countries have closed schools nationwide because of the COVID-19 pandemic, impacting more than 1.8 billion school learners globally and cutting off their access to education and to other vital benefits that schools provide; whereas the pandemic, leading to school closures worldwide, has had an acute and long- lasting impact on the mental health of children including anxiety, fear and depressive symptoms; whereas one third of children globally do not have access to the internet;
Amendment 21 #
Motion for a resolution Recital C C. whereas since March 2020, around 194 countries have closed schools nationwide because of the COVID-19 pandemic, impacting more than 1.8 billion school learners globally and cutting off their access to education and to other vital benefits that schools provide; whereas one third of children globally do not have access to the internet and digital learning and teaching methods;
Amendment 22 #
Motion for a resolution Recital C C. whereas since March 2020, around 194 countries have been forced to close
Amendment 23 #
C. whereas since March 2020, around 194 countries have closed schools nationwide because of the COVID-19 pandemic, impacting more than 1.8 billion school learners globally and cutting off their access to education and to other vital benefits that schools provide; whereas
Amendment 24 #
Motion for a resolution Recital C d (new) C d. whereas when schools close, children are often increasingly exposed to violence and exploitation, experience social isolation and increased anxiety;
Amendment 25 #
Motion for a resolution Recital C a (new) C a. whereas partial or total school closures impact mostly the vulnerable and marginalised children and their families by increasing the already existing disparities within the education system and disrupting all aspects of their daily live;
Amendment 26 #
Motion for a resolution Recital C a (new) C a. whereas according to UNICEF, 1,3 billion (or two thirds) of the world's school-age children lack internet connection at home, creating a key barrier for remote learning;
Amendment 27 #
Motion for a resolution Recital C c (new) C c. whereas the COVID-19 pandemic and fast-tracked innovative measures used to ensure continuous learning for children provides an opportunity to reimagine education and build systems that are more forward-looking, inclusive, flexible and resilient;
Amendment 28 #
Motion for a resolution Recital C a (new) C a. whereas during the emergency school closure more than 90 percent of countries have implemented some form of remote learning policy; whereas remote learning mostly benefited children in primary and secondary education levels, leaving pre-primary level children at risk of being unprepared for primary school;
Amendment 29 #
Motion for a resolution Recital C a (new) C a. whereas prior to the pandemic, educational performance already varied significantly based on socioeconomic backgrounds; whereas the huge disruption has affected disproportionately children from poorer backgrounds, with long-term effects on their educational progression and labour market performance;
Amendment 3 #
Motion for a resolution Citation 1 b (new) — having regard to Article 13 of the International Covenant on Economic, Social and Cultural Rights 1996;
Amendment 30 #
Motion for a resolution Recital C b (new) C b. whereas at least 463 million or over 30 percent of schoolchildren remain cut off from education mostly because of lack of remote learning programmes, access to the internet or equipment needed for learning at home; whereas a need for remote education will remain after the COVID-19 pandemic, especially in countries vulnerable to environmental risks leading to emergency school closure; whereas remote learning programmes need to be designed around modalities that are accessible to all children and adapted for households that do not have access to broadcast or digital media;
Amendment 31 #
Motion for a resolution Recital C a (new) Ca. whereas the economic impact of the COVID-19 pandemic on parents has a definite impact on the access to education, health and well-being of their children;
Amendment 32 #
Motion for a resolution Recital C b (new) C b. whereas the schools closure has found parents unprepared for distance and home schooling; working parents without financial means or alternatives, have been forced to leave their children home alone; and others, mostly women, were forced to leave the workforce, pushing families into poverty;
Amendment 33 #
Motion for a resolution Recital C c (new) C c. whereas e- learning has created new challenges for teachers to facilitate student learning and maintain social interaction;
Amendment 34 #
Motion for a resolution Recital E E. whereas well before the COVID-19 pandemic, the world was already facing a global learning crisis
Amendment 35 #
Motion for a resolution Recital E a (new) E a. whereas the pandemic has compounded the critical situation of children in a number of conflict regions, often characterised inter alia by increasing insecurity, higher vulnerability to the impacts of climate change and attacks on educational institutions, leaving children at a heightened risk of being recruited into conflict, posing a serious violation of children's rights and international humanitarian law
Amendment 36 #
Motion for a resolution Recital E a (new) E a. whereas COVID-19 has wiped out 20 years of educations gains and an additional 101 million or 9% of children in grades 1 through 8 fell bellow minimum readind proficiency levels in 2020;
Amendment 37 #
Motion for a resolution Recital E b (new) E b. whereas UNICEF estimates that more than 168 million children have lost a full year of education because of school closures due the COVID-19 lockdowns, while data from UNESCO shows that education has been significantly disrupted for 800 million students worldwide who lost two thirds of an academic year on average;
Amendment 38 #
Motion for a resolution Recital F F. whereas an estimated additional 825 million children will not reach adulthood with the secondary-level skills they need for work and life by 2030; whereas millions of children and young people who regularly attended schools are not developing the skills they need to get a job, start a business and contribute to their communities; whereas millions of children are deprived of desirable future prospects;
Amendment 39 #
Motion for a resolution Recital F F. whereas an estimated additional 825 million children will not reach adulthood with the secondary-level skills they need for work and life by 2030; whereas millions of children and young people who regularly attended schools are not developing the skills they need to
Amendment 4 #
Motion for a resolution Citation 6 a (new) — having regard to the UNESCO Convention against Discrimination in Education, adopted on 14 December 1960;
Amendment 40 #
Motion for a resolution Recital F F. whereas an estimated additional 825 million children will not reach adulthood with the secondary-level skills they need for work and life by 2030; whereas millions of children and young people who regularly attended schools are not developing the skills
Amendment 41 #
Motion for a resolution Recital G G. whereas school closures have a large economic impact as they prevent children and youth from
Amendment 42 #
Motion for a resolution Recital G G. whereas school closures have a large economic impact as they prevent children and youth from developing necessary skills and accessing higher and/or tertiary education, which leads to them entering the labour market upon completion of their education without the required skills
Amendment 43 #
Motion for a resolution Recital G a (new) G a. whereas school closures have a significant social and psychological impact – since children have less contact and interaction with their peers – and also undermine the right to education;
Amendment 44 #
Motion for a resolution Recital H H. whereas according to UN, there are 11 million primary and secondary school learners worldwide – 5.2 million of whom are girls – at risk of not returning to education following COVID-19-related school closures5
Amendment 45 #
Motion for a resolution Recital H H. whereas according to UN, there are 11 million primary and secondary school learners worldwide – 5.2 million of whom are girls – at risk of not returning to education following COVID-19-related school closures5 ;
Amendment 46 #
Motion for a resolution Recital I I. whereas school closures have distinct gendered impacts with risks of widening inequalities; whereas it is estimated that school closures during crises may lead to increases in teenage pregnancy of as much as 65 %6 ; whereas girls out of school are disproportionally exposed to the risk of child marriage; whereas it is estimated that one million girls in Sub- Saharan Africa may be blocked from returning to schools once they reopen given the existence of certain policies that ban pregnant girls and young mothers from school; whereas the UN Committee on the Elimination of All Forms of Discrimination against Women and the Committee on the Rights of the Child have warned that two million more cases of female genital mutilation could occur over the next decade because COVID-19 is forcing schools to close and disrupting programmes that help protect girls from these harmful practices; _________________ 6World Vision (2020), COVID-19 Aftershocks: Access Denied.
Amendment 47 #
Motion for a resolution Recital I I. whereas it is estimated that school closures during crises may lead to increases in teenage pregnancy of as much as 65 %6; whereas girls out of school are disproportionally exposed to the risk of child marriage; whereas it is estimated that one million girls in Sub-Saharan Africa may be blocked from returning to schools once they reopen given the existence of certain policies that ban pregnant girls and young mothers from school; whereas out- of-school children are at a higher risk of domestic violence; _________________ 6World Vision (2020), COVID-19 Aftershocks: Access Denied .
Amendment 48 #
Motion for a resolution Recital I I. whereas it is estimated that school closures during crises may lead to increases in teenage pregnancy of as much as 65 %6 ; whereas girls out of school are disproportionally exposed to the risk of child marriage and sexual exploitation; whereas it is estimated that one million girls in Sub-Saharan Africa may be blocked from returning to schools once they reopen given the existence of certain policies that ban pregnant girls and young mothers from school;
Amendment 49 #
Motion for a resolution Recital I I. whereas it is estimated that school closures during crises may lead to increases in teenage pregnancy of as much as 65 %6 ; whereas girls out of school are disproportionally exposed to the risk of child marriage; whereas it is estimated that one million girls in Sub-Saharan Africa may be blocked from returning to schools once they reopen given the existence of certain discriminatory policies that ban pregnant girls and young mothers from school; _________________ 6World Vision (2020), COVID-19 Aftershocks: Access Denied.
Amendment 5 #
Motion for a resolution Citation 7 a (new) — having regard to Article 49 of the Charter of the Organisation of American States 1967;
Amendment 50 #
Motion for a resolution Recital I I. whereas it is estimated that school closures during crises may lead to increases in teenage pregnancy of as much as 65 %6 ; whereas girls out of school are
Amendment 51 #
Motion for a resolution Recital I I. whereas it is estimated that school closures during crises may lead to increases in teenage pregnancy
Amendment 52 #
Motion for a resolution Recital I a (new) I a. whereas according to the UN almost half of countries with data did not reach gender parity in primary school completion and that growing poverty and the shift to remote learning make children from the poorest households and other vulnerable groups less equipped to participate and more likely to drop out permanently or for extended periods;
Amendment 53 #
Motion for a resolution Recital I a (new) I a. whereas 129 million girls worldwide are out of school, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age; whereas only 49 % of countries have achieved gender parity in participation in primary education, 42 % of countries have achieved gender parity in lower secondary education and only 24 % in upper secondary education;
Amendment 54 #
Motion for a resolution Recital I b (new) I b. whereas nine of the top 10 most difficult nations for girls to be educated are in sub-Saharan Africa and the remaining one is Afghanistan, where Taliban have effectively deprived girls from education past primary school by ordering re-opening of secondary schools only for boys; whereas an unclear Taliban policy, vague and unfulfilled promises about girls education makes millions of Afghan girls understandably fearful for their education; whereas several international initiatives by universities and private individuals emerged offering remote education for Afghan girls and women;
Amendment 55 #
Motion for a resolution Recital J J. whereas according to several national and regional law enforcement authorities, children out of school – in particular girls and children from disadvantaged backgrounds, such as children of minorities, children with disabilities and children in care and children who have lost their parents and grandparents as a result of the pandemic, among others – are disproportionally vulnerable to exploitation, child labour and domestic violence, including the witnessing of violence, online bullying and other crimes such as sexual exploitation and abuse7; _________________ 7Press release of 19 June 2020 by Europol entitled ‘Exploiting Isolation: Sexual
Amendment 56 #
Motion for a resolution Recital J J. whereas according to several national and regional law enforcement authorities, children out of school – in particular girls and children from disadvantaged backgrounds, such as children of minorities, rural, indigenous and migrant children, children with disabilities and children in care, among others – are disproportionally vulnerable to exploitation, child labour and domestic violence, including the witnessing of violence, online bullying and other crimes such as sexual exploitation and abuse7 ; _________________ 7Press release of 19 June 2020 by Europol entitled ‘Exploiting Isolation: Sexual Predators Increasingly Targeting Children during COVID Pandemic’.
Amendment 57 #
Motion for a resolution Recital J J. whereas according to several national and regional law enforcement authorities, children out of school – in
Amendment 58 #
Motion for a resolution Recital J a (new) J a. whereas according to the UNHCR Education Report 2021 half of all refugee children remain out of school; whereas state and private sector responses to the pandemic have not been equally available to the most marginalized communities; whereas refugee children are excluded from remote learning opportunities; whereas the conditions in which live refugees, especially refugees living in refugee camps, are often facilitating the spread of the virus;
Amendment 59 #
K. whereas on top of the enormous social costs, the World Bank estimates that a global school shutdown of five months could generate learning losses that have a present value of USD 10 trillion; whereas loss of learning may cost economies up to USD 161 million per day;
Amendment 6 #
Motion for a resolution Citation 7 b (new) — having regard to Article 11 of the African Charter on the Rights and Welfare of the Child 1980;
Amendment 60 #
Motion for a resolution Recital L L. whereas school closures have been essential to limit the spread of COVID-19, in particular to elderly people and other vulnerable people in contact with children and youth; whereas schools are more than places where children can learn, as they also constitute hubs for mental health and psychosocial support and meeting places; whereas according to UNESCO and UNICEF, school closures do not only affect the right to education but also the right to health, with more than 80 million children missing primary vaccinations as a result of school closures and teachers are not able to notice any particular abnormalities; whereas school closures also impact the right to good nutrition as 304 million children have no access to a daily meal when schools are closed; whereas school closures seriously affect children’s mental wellbeing as children can be exposed to violence and stress in the home; whereas school closures can have psychosocial consequences, including depression and suicide, as children are unable to maintain social contacts;
Amendment 61 #
Motion for a resolution Recital L L.
Amendment 62 #
Motion for a resolution Recital L a (new) Amendment 63 #
Motion for a resolution Recital M M. whereas dropping out of school reinforces social inequality and may affect a country’s stability and prosperity jeopardizing the futures of millions of the world’s poorest children and risking the loss of a whole generation;
Amendment 64 #
Motion for a resolution Recital M a (new) M a. whereas disruptions in the school year and school closure due to the pandemic have caused an increase in the dropout rates;
Amendment 65 #
Motion for a resolution Recital M a (new) M a. whereas EU children are imprisoned in seven detention camps run by the Syrian Democratic Forces (SDF) in north-east Syria; where current living conditions are highly alarming; whereas the COVID-19 crisis in the camps constitutes a children’s crisis, as many children are already presenting weakened immune systems or underlying health conditions because of living in desperate conditions during their formative years, and may hence struggle to cope with this deadly virus. Suitable health services are not available to adequately respond to children and their family's needs;
Amendment 66 #
Motion for a resolution Recital M a (new) M a. whereas the unequal distribution of Covid vaccines worldwide disproportionately affects low-income countries, notably in Africa where only 7% of the population is fully vaccinated;
Amendment 67 #
Motion for a resolution Recital M b (new) M b. whereas no one is safe until the entire world population has been fully vaccinated, since, as shown again with Omicron variant, new variants will continue to emerge;
Amendment 68 #
Motion for a resolution Paragraph -1 (new) -1 Acknowledges and expresses appreciation for the work of teachers, all kinds of educators and supporting staff, who rapidly adjusted to the COVID-19 pandemic situation and ensured continuation of learning process for children and adolescents; also, commends initiatives by international and local civil society organisations, private citizens and businesses to provide children with information and communication technology, remote learning courses and other learning materials, especially in countries where children have limited access to remote learning or no access to learning at all;
Amendment 69 #
Motion for a resolution Paragraph -1 (new) -1. Urges the EU to promote a child rights-based approach to global efforts to mitigate the impact of the COVID-19 pandemic on access to education for children, and which is based on the principles of non-discrimination, best interests of the child and child participation;
Amendment 7 #
Motion for a resolution Citation 7 c (new) — having regard to Articles 17 and 25 of the African Charter on Human and Peoples Rights 1981;
Amendment 70 #
Motion for a resolution Paragraph 1 1. Stresses the importance of giving every child the opportunity to go back to school and calls on the Commission, the European External Action Service (EEAS) and the Member States to support the authorities of third countries in prioritising school reopening in their recovery plans, including support for teachers to help children catch up with lost learning and support for children’s wellbeing, as schools are critical for children’s learning, safety, health, nutrition and overall wellbeing; calls, furthermore, on the Commission, the EEAS and the Member States to support third-country authorities in developing and implementing digital teaching and learning methods and to guarantee publicly funded internet access for all;
Amendment 71 #
1. Stresses the key importance of guaranteeing children's rights to education and giving every child the opportunity to go back to school and calls on the Commission, the European External Action Service (EEAS) and the Member States to support the authorities of third countries in prioritising school reopening in their recovery plans, including support for teachers to help children catch up with lost learning and support for children’s wellbeing, as schools are critical for children’s learning, safety, health, nutrition and overall wellbeing;
Amendment 72 #
Motion for a resolution Paragraph 1 a (new) 1 a. Considers that, even during a crisis and the COVID-19 pandemic, schools, parents and NGOs need to work closely together and be in constant contact with each other; calls for partnerships to be supported;
Amendment 73 #
Motion for a resolution Paragraph 2 2. Considers that improving domestic resource mobilisation, protecting and increasing domestic expenditure on social sectors, notably education and health, lowering barriers to girl's education
Amendment 74 #
Motion for a resolution Paragraph 2 2. Considers that improving domestic resource mobilisation, protecting and increasing domestic expenditure on education, and improving the quality of this expenditure is essential in national recovery plans worldwide; insists, in this context, on ensuring equitable allocation and financing so that impoverished, marginalised children and young people are not left behind;
Amendment 75 #
Motion for a resolution Paragraph 2 2. Considers that improving domestic resource mobilisation, protecting and strongly increasing domestic expenditure on education, and improving the quality of this expenditure is essential in national recovery plans worldwide; insists, in this context, on ensuring equitable allocation and financing so that marginalised children and young people are not left behind;
Amendment 76 #
Motion for a resolution Paragraph 2 a (new) 2 a. Underscores that the best interests of the child must guide all efforts to mitigate the impact of the COVID-19 pandemic on access to education and that such measures must respect the children's rights to be informed, empowered and provided with opportunities to have their voices heard and to participate on an equal footing in all decision-making processes affecting them, in their communities and in society at large;
Amendment 77 #
Motion for a resolution Paragraph 2 a (new) 2 a. Calls on Member States to continue to provide free education resources and open access to digital tools to teachers, parents, and students through accelerated catch-up programmes in order to allow them to recover lost learning;
Amendment 78 #
Motion for a resolution Paragraph 2 a (new) 2a. Stresses that it is essential to take into account the social situation of parents and to support families whose income has been reduced as a result of the economic impact of the COVID-19 pandemic;
Amendment 79 #
Motion for a resolution Paragraph 3 3.
Amendment 8 #
Motion for a resolution Citation 7 d (new) — having regard to Article 31 of the ASEAN Human Rights Declaration 2012;
Amendment 80 #
Motion for a resolution Paragraph 3 3. Calls on the Member States to increase their contributions to the UN COVAX programme to ensure access to COVID-19 vaccines for third countries in order to allow them to put national COVID-19 vaccination campaigns in place that are in line with the guidelines set by competent national public health authorities and the World Health Organization, so as to ensure a speedy return to schools; Urges the European Union to work closely with its transatlantic partner and its allies in order to boost the global supply of COVID-19 vaccines, ensuring a fair distribution to the countries and the populations that are most in need;
Amendment 81 #
Motion for a resolution Paragraph 3 3.
Amendment 82 #
Motion for a resolution Paragraph 3 3. Calls on the Member States to increase their contributions to the UN COVAX programme
Amendment 83 #
Motion for a resolution Paragraph 3 3. Calls on the Member States to increase their contributions to and the overall efficiency of the UN COVAX programme to ensure access to
Amendment 84 #
Motion for a resolution Paragraph 3 a (new) 3 a. Urges the EU, in cooperation with the US and other WTO Members, to work on concrete ways to support the request from a majority of WTO members of granting a temporary waiver from certain provisions of the WTO Agreement on Trade-Related Aspects of Intellectual Proprety Rights (TRIPS Agreement) for COVID 19 health products including their materials and components, method of manufacture at MC12 to scale up production and diversity suplly options to ensure equitable access to diagnostics, vaccines, therapeutics, and other relevant health products required for the containment, prevention, and treatment of COVID-19 and to ensure the delivery of these results by MC12;
Amendment 85 #
Motion for a resolution Paragraph 3 a (new) 3 a. Highlights the massive inequity in the fight against the pandemic owing to unequal access to vaccines, resulting in unequal protection capabilities; emphasises that the pandemic can only be brought to an end globally and that vaccines must be accessible to all;
Amendment 86 #
Motion for a resolution Paragraph 3 b (new) 3 b. Stresses that there is a mutual interaction between education and poverty and that children from financially weak families have less access to school materials and a balanced diet, both of which are essential for their concentration and social participation; stresses that these disadvantages can lead to lower educational opportunities and, in turn, to poverty through reduced future prospects;
Amendment 87 #
Motion for a resolution Paragraph 3 c (new) 3 c. Calls on the Commission, the EEAS and the Member States to support third-country authorities in ensuring that all children can enjoy their right to free primary education and to take immediate action to ensure that secondary education is available and accessible;
Amendment 88 #
Motion for a resolution Paragraph 4 4. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in implementing ‘safe school’ operations, including providing hygiene supplies and sharing information on handwashing and other hygiene measures as well as on maintaining the continuity of nutrition services for school-age children and adolescents; highlights, in this regard, the key role that teachers can play in health promotion;
Amendment 89 #
Motion for a resolution Paragraph 4 4. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in implementing ‘safe school’ operations, including providing hygiene supplies and sharing information on handwashing and other hygiene measures; highlights, in this regard, the key role that teachers can play
Amendment 9 #
Motion for a resolution Citation 7 e (new) — having regard to Article 14 of the Charter of Fundamental Rights of the European Union;
Amendment 90 #
Motion for a resolution Paragraph 4 4. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in financing and implementing ‘safe school’ operations, including providing hygiene supplies and sharing information on handwashing and other hygiene measures; highlights, in this regard, the key role that teachers can play in health promotion;
Amendment 91 #
Motion for a resolution Paragraph 4 a (new) 4 a. Stresses that schools meals are not only vital in ensuring children’s nutrition, growth and development, they also provide a strong incentive for children – especially girls and those from the poorest and most marginalized communities – to return to school once restrictions are lifted;
Amendment 92 #
Motion for a resolution Paragraph 4 a (new) 4 a. Stresses the importance of sufficient clean water to cope with everyday life, all the more so as a result of the pandemic; Calls for access to sufficient clean water and a healthy diets for children in their homes and in schools to be guaranteed;
Amendment 93 #
Motion for a resolution Paragraph 5 5. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in establishing risk mitigation and management plans through resilience planning; highlights the importance of developing contingency planning and crisis response plans now to reduce the risk of COVID-19 transmission in schools and to better anticipate the impact of school closures on children and on their families, especially on the poorest and most marginalised children as well as those who suffer severe disabilities; considers crucial to pay attention to the impact in family life, in particular in parents’ responsibilities, of the closing of schools and therefore having their children at home;
Amendment 94 #
Motion for a resolution Paragraph 5 5. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in establishing risk mitigation and management plans through resilience planning; highlights the importance of developing contingency planning and crisis response plans now to reduce the risk of COVID-19 transmission in schools and to better anticipate the impact of school closures on children, especially on the poorest and most marginalised children; in this regard, highlights the need to prioritise children in conflict region and their access to quality and free education;
Amendment 95 #
Motion for a resolution Paragraph 5 5. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in establishing risk mitigation and management plans through resilience planning; highlights the importance of developing and guaranteeing contingency planning and crisis response plans now to reduce the risk of COVID-19 transmission in schools and to
Amendment 96 #
Motion for a resolution Paragraph 5 5. Calls on the Commission, the EEAS and the Member States to support the authorities of third countries in establishing education risk mitigation and management plans through resilience planning; highlights the importance of developing contingency planning and crisis response plans now to reduce the risk of COVID-19 transmission in schools and to better anticipate the impact of school closures on children, especially on the poorest and most marginalised children;
Amendment 97 #
Motion for a resolution Paragraph 5 a (new) 5 a. Stresses the importance of providing proper resources for childcare, flexible schedules, and a supportive work environment for working parents that need to tend to the needs of their children during distance learning periods;
Amendment 98 #
Motion for a resolution Paragraph 5 b (new) 5 b. Stresses the importance of providing parents with guidance on distance education, extracurricular activities, and psychological support methods for balancing working from home and home schooling;
Amendment 99 #
Motion for a resolution Paragraph 6 a (new) 6 a. Highlights the importance of Churches, religious communities and associations, and religious leaders to prevent and combat the COVID-19 pandemic as well as to support children and their families, to overcome the challenges and difficulties provoked by the health crisis, improving their wellbeing and provide training and education programmes;
source: 702.918
2022/01/21
DEVE
93 amendments...
Amendment 1 #
Draft opinion Paragraph -1 (new) -1. Recalls that education is a fundamental human right and must be guaranteed. Emphasises that the principle of the best interest of the child must always be safeguarded; in this context, calls on the EU to put children' rights at the core of its efforts and policies to mitigate, at the global level, the effects of the COVID19 pandemic;
Amendment 10 #
Draft opinion Paragraph 1 b (new) 1b. Also emphasises the impact that Islamist ideology and Islamist terrorism have had on education and effective access to a comprehensive, quality education, affecting in particular but not only girls, notably owing to the fact that these armed groups oppose ‘education they perceive as secular or “Western”’1b and, in Sahel, education in French1c; __________________ 1bThe worsening impact on children of conflict in the Tillabéri region of Niger, Amnesty International, 2021 1c‘Since the beginning of the conflict, ISGS has targeted what they believe is secular or “Western” education. They have burned schools and attacked and threatened teachers and other education officials, prompting massive school closures.’ The worsening impact on children of conflict in the Tillabéri region of Niger, Amnesty International, 2021
Amendment 11 #
Draft opinion Paragraph 2 2. Takes note of the fact that Africa’s population will double by 2050 and that a majority of the current population is under the age of 25; underlines that young people are the most valuable assets for Africa to boost the continent’s economic development and, therefore, regrets that less than 10% of Africa's population under the age of 25 is enrolled in some form of postsecondary education; stresses the need to provide scholarships programmes in low and low-middle income countries;
Amendment 12 #
Draft opinion Paragraph 2 2. Takes note of the fact that Africa’s population will double by 2050 and that a majority of the current population is under the age of 25; underlines that young people are the most valuable assets for Africa to boost the continent’s economic development
Amendment 13 #
Draft opinion Paragraph 2 2. Takes note of the fact that Africa’s population will double by 2050 and that a majority of the current population is under the age of 25; underlines that young people are the most valuable assets for Africa to boost the continent’s economic development; the exploding youth population of Africa requires first and foremost the support of quality education and advancement of vocational skills training to increase mobility and access to markets and rights;
Amendment 14 #
Draft opinion Paragraph 2 a (new) Amendment 15 #
Draft opinion Paragraph 2 a (new) 2a. Takes note of the fact that the world’s population is projected to reach 9.7 billion in 2050 and 11.2 billion by 2100, with a particular population increase in developing countries and in Africa first and foremost; notes that the number of youth in the world is projected to grow to 1.3 billion by 2030 and that Central, Southern and Eastern Asia and sub-Saharan Africa are home to the largest number of youth; underlines that young people are the most valuable assets for boosting developing countries’ economic development;
Amendment 16 #
Draft opinion Paragraph 2 a (new) 2a. Notes that developing countries, particularly in the Sub Saharan region are combating various and diverse challenges in securing access to quality education; in this context calls on the Commission to develop country specific strategies in implementation of the funding for education, taking into account the regional and national sensitivities;
Amendment 17 #
Draft opinion Paragraph 2 a (new) 2a. Is alarmed that according to the joint World Bank – UNESCO report, Education Finance Watch (EFW) of April 2021, two-thirds of low- and lower- middle-income countries have cut their public education budgets since the onset of the pandemic, at a time when they can least afford to;
Amendment 18 #
Draft opinion Paragraph 2 b (new) 2b. Notes that 10 to 12 million youth enter the workforce each year but only 3.1 million jobs are created in Africa, and the economic recession in consequence of the COVID-19 pandemic further aggravated this gap;
Amendment 19 #
Draft opinion Paragraph 3 3. Emphasises that the COVID-19 pandemic has amplified the existing vulnerabilities in social services in Africa, in particular in the field of education and has highlighted the need to expand the concept of education, and to build back equitable, quality school-based health and nutrition services; calls on the EU to work with partner countries to increase the resilience of their school systems in face of emergency crises, especially with regard to ensuring that all children can access online education when needed;
Amendment 2 #
Draft opinion Paragraph 1 1. Notes that the lack of adequate national regulations and strategies,
Amendment 20 #
Draft opinion Paragraph 3 3. Emphasises that the COVID-19 pandemic has amplified the existing vulnerabilities in social services in Africa, in particular in the field of education, has highlighted the need for rural electrification and connectivity and that, moreover, the insecurity stemming from Islamist terrorism has led to the closure of many schools, in particular in rural areas in Mali and in the Sahel, further exacerbating existing imbalances;
Amendment 21 #
Draft opinion Paragraph 3 3. Emphasises that the COVID-19 pandemic has amplified the existing vulnerabilities in social services in Africa and in many developing countries, in particular in the field of education; underlines that the cost of school closures on students’ learning, health and well- being has been devastating and that the repercussions on children, their family, their community and economies could last for years;
Amendment 22 #
Draft opinion Paragraph 3 3. Emphasises that the COVID-19 pandemic has amplified the existing vulnerabilities in social services in Africa, in particular in the field of education; underlines with deep concerns that school closures impacted around 250 million students in Sub-Saharan Africa, adding to the 100 million out of school children before the pandemic;
Amendment 23 #
Draft opinion Paragraph 3 3. Emphasises that the COVID-19 pandemic has exacerbated the learning crisis and has amplified the existing vulnerabilities in social services in Africa, in particular in the field of education and that the impact on the human capital of this generation of learners is likely to be long lasting;
Amendment 24 #
Draft opinion Paragraph 3 3.
Amendment 25 #
Draft opinion Paragraph 3 3. Emphasises that the COVID-19 pandemic has amplified the existing vulnerabilities in social services in Africa, in particular in the field of education; reiterates that education should be a key pillar of the Africa-EU partnership;
Amendment 26 #
Draft opinion Paragraph 3 3. Emphasises that the COVID-19 pandemic has amplified the existing vulnerabilities in social services in
Amendment 27 #
Draft opinion Paragraph 3 a (new) 3a. Underlines that this crisis could serve as an opportunity to build more inclusive, efficient and resilient education systems, and for school health and nutrition services to be scaled up appropriately, leveraging cross-sectoral partnerships;
Amendment 28 #
Draft opinion Paragraph 3 a (new) 3a. Recalls that the right to education is a fundamental right and that the global community is committed to improved quality of education by 2030 (SDG4);
Amendment 29 #
Draft opinion Paragraph 4 4. Acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development;
Amendment 3 #
Draft opinion Paragraph 1 1. Notes with deep concern that according to UNESCO, Covid-19 has wiped out 20 years of education gains; notes that the lack of adequate national regulations and strategies, as well as the lack of trained professionals, of the necessary infrastructure and of proper equipment and facilities, are barriers to quality education in several developing countries;
Amendment 30 #
Draft opinion Paragraph 4 4. Acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a primary tool to empower young people and to support sustainable economic growth in Africa, and that in the long term, it
Amendment 31 #
Draft opinion Paragraph 4 4. Acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to empower young people and to support sustainable economic growth in Africa, and that in the long term, it indirectly paves the
Amendment 32 #
Draft opinion Paragraph 4 4. Acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to
Amendment 33 #
Draft opinion Paragraph 4 4. Acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to empower young people and to support sustainable economic growth and human development in Africa, and that in the long term, it indirectly paves the
Amendment 34 #
Draft opinion Paragraph 4 4. Acknowledges that education is a cross-cutting issue relevant to all dimensions of sustainable development; points out that education is also a tool to empower young people and to support sustainable economic growth in
Amendment 35 #
Draft opinion Paragraph 4 a (new) 4a. Notes with concern that according to the World Health Organisation and UNICEF, 2 out of 5 children without a basic drinking water service at school lived in Sub-Saharan Africa in 2019; stresses that access to water is intrinsically linked to health and education; accordingly, emphasises the importance of providing basic water, sanitation and waste management facilities in schools; to this effect, calls on the EU to step up its technical and financial support;
Amendment 36 #
Draft opinion Paragraph 4 a (new) 4a. Stresses that the lack of access to education, and the resulting educational poverty, has both short and long-term consequences, leading both to higher drop-out rates and increased risks of labour and sexual exploitation, and, in the long term, to socio-economic consequences, increasing the risks of poverty and inequality, and undermining the achievement of the Sustainable Development Goals;
Amendment 37 #
Draft opinion Paragraph 4 b (new) Amendment 38 #
Draft opinion Paragraph 5 5.
Amendment 39 #
Draft opinion Paragraph 5 5. Underlines that access to quality education for all must be ensured regardless of socio-economic status, gender, cultural and geographical background, religion and the rural-
Amendment 4 #
Draft opinion Paragraph 1 1. Notes that the lack of adequate national regulations and strategies, as well as the lack of trained professionals, of the necessary infrastructure and of proper equipment and facilities, and the significant educational inequalities between children are barriers to free quality public education in several developing countries;
Amendment 40 #
Draft opinion Paragraph 5 5. Underlines that access to quality education for all must be ensured regardless of socio-economic status, cultural background, religion and the rural- urban divide; notes the particular importance of supporting girls in accessing quality education and of addressing the issue of girls dropping out of school at an early stage; therefore projects shall focus on empowering girls, teaching displaced or underprivileged children and upgrading education both in overcrowded slums and isolated rural communities;
Amendment 41 #
Draft opinion Paragraph 5 5.
Amendment 42 #
Draft opinion Paragraph 5 5. Underlines that access to quality education for all must be ensured regardless of socio-economic status, cultural background, gender, religion and the rural-
Amendment 43 #
Draft opinion Paragraph 5 5. Underlines that access to comprehensive, quality education for all must be ensured regardless of socio- economic status, cultural background, religion and the rural-
Amendment 44 #
Draft opinion Paragraph 5 5. Underlines that access to quality education for all must be ensured regardless of socio-economic status, sexual orientation, gender identity, cultural background, religion and the rural-
Amendment 45 #
Draft opinion Paragraph 5 a (new) 5a. Stresses that the issue of girls dropping out of school at an early stage must be addressed jointly with the issue of child marriages, which is one of the main causes of such drop-outs, as in Niger for example, ‘76% of girls married before the age of 18 and 28% married before the age of 15’ and ‘child brides are often deprived of their rights to health and education’1f; emphasises that according to former Nigerian President Mahamadou Issoufou, the high rate of child marriages results in particular from a ‘misinterpretation of Islam’1g; __________________ 1fThe worsening impact on children of conflict in the Tillabéri region of Niger, Amnesty International, 2021 1ghttps://www.bbc.com/afrique/region- 50101538
Amendment 46 #
Draft opinion Paragraph 5 a (new) 5a. Underlines the importance of building resilience and disaster preparedness directly into health, social protection, WASH and education systems to ensure that people are more protected not only from pandemics but also from the effects of climate change and environmental degradation; improvements in the resilience of water, health and education have the potential to decrease climate risk for more than 400 million children;
Amendment 47 #
Draft opinion Paragraph 5 a (new) 5a. Stresses that governments should provide remedial education for children who were unable to follow distance education, particularly for children with disabilities, children living in poverty, refugee and migrant children, children who work, children in rural areas, paying particular attention to girls within these groups;
Amendment 48 #
Draft opinion Paragraph 5 a (new) 5a. Is deeply concerned that girls often face barriers in accessing water and sanitation facilities at school which is one of the reasons of early school leaving; calls on the EU and international community to eradicate water and sanitation poverty;
Amendment 49 #
Draft opinion Paragraph 5 a (new) 5a. Emphasises that in order to ensure quality education in the communities of the developing world, the solutions need to involve parents, students, and teachers and address the needs of the local community first, and then society at large;
Amendment 5 #
Draft opinion Paragraph 1 1. Notes that the lack of adequate national regulations and strategies,
Amendment 50 #
Draft opinion Paragraph 5 b (new) 5b. Stresses that, particularly in sub- Saharan Africa, to the extent of their capabilities and drawing on measures implemented in other countries like Morocco to compensate teachers and school directors working in remote areas, developing countries need to develop innovative strategies, and in particular introduce incentives, to close the gap in education between rural and urban areas, so that rural areas receive enough teachers who are equally as qualified as those in urban areas;
Amendment 51 #
Draft opinion Paragraph 5 b (new) 5b. Underlines that to date 17.7 million children lack access to basic vaccinations, an increase of 3.1 million due to the COVID-19 pandemic and its negative impact on progress that had been achieved; calls for an integrated and gender equality based approach between education and child immunization policies, which also takes into account the fact that, in some contexts, schools are essential in the distribution strategy for basic vaccines;
Amendment 52 #
Draft opinion Paragraph 5 b (new) 5b. Stresses the importance to promote accessible and inclusive quality education, including Sexual and Reproductive Health education in school curricula to prevent early childbirth, child marriage and prostitution;
Amendment 53 #
Draft opinion Paragraph 5 c (new) 5c. Underlines that the right to education is closely linked to the right of health and nutrition, given the fact that school nutrition programmes contribute to feeding millions of children;
Amendment 54 #
Draft opinion Paragraph 6 6. Notes that the COVID-19 pandemic has aggravated education funding gaps, adding up to one third to the annual funding gap and reaching USD 200 billion1 ; calls on the EU to increase funding for education and to engage with other donors to increase their share of ODA directed towards education; calls on the EU to engage in political dialogues with low and low-middle income partner countries to expand their tax base, establish a progressive tax base system, tackle illicit financial flows and tax avoidance, and provide all technical necessary means that are needed to achieve these goals; stresses the importance of debt relief, including cancellation, to enable low and low- middle income countries to spend more funds on education; __________________
Amendment 55 #
Draft opinion Paragraph 6 6.
Amendment 56 #
Draft opinion Paragraph 6 6. Notes that the COVID-19 pandemic has aggravated education funding gaps, adding up to one third to the annual
Amendment 57 #
Draft opinion Paragraph 6 6. Notes that the COVID-19 pandemic has aggravated education funding gaps, adding up to one third to the annual funding gap and reaching USD 200 billion1
Amendment 58 #
Draft opinion Paragraph 6 6.
Amendment 59 #
Draft opinion Paragraph 6 a (new) 6a. Regrets that even before COVID- 19.48% of the world’s children – and 90% of children in low-income countries – were ‘learning poor’: unable to read and understand a simple text by age 10; underlines the need to ensure diverse distance learning solutions, such as radio- based and TV programmes in resource- poor and isolated environments; points out that the parents must also be engaged to support equal learning opportunities for their children, and to dismantle gendered stereotypes about digital skills;
Amendment 6 #
Draft opinion Paragraph 1 1. Notes that the lack of adequate national regulations and strategies, as well as the lack of trained professionals, of the necessary infrastructure, physical and IT, and of proper equipment and facilities, are barriers to the right of education and the access to quality education in several developing countries;
Amendment 60 #
Draft opinion Paragraph 6 a (new) 6a. Acknowledges that achieving quality education must be a priority for the official development assistance (ODA) of the Union and the Member States; calls for massive investment in education system particularly in infrastructure and training of teachers and welcomes in this regard the commitment made by the Commission to increase funding for education from 7% to at least 10% of total development funding;
Amendment 61 #
Draft opinion Paragraph 6 b (new) 6b. Notes that the pupil-trained professional ratio despite various efforts and assistance provided by the EU so far remained high: one trained teacher per 58 students at primary level, and 43 pupils per trained teacher in secondary;
Amendment 62 #
Draft opinion Paragraph 7 7.
Amendment 63 #
Draft opinion Paragraph 7 7. Considers that in the context of the recovery from the COVID-19 pandemic, appropriate preparation and resource support for teachers and education systems are needed, and particular efforts must be undertaken to invest in well- trained teachers in order to equip children with skills which are relevant to the job market and to ensure that gender expertise is mobilized at all levels of the education sector response;
Amendment 64 #
Draft opinion Paragraph 7 7. Considers that in the context of the recovery from the COVID-19 pandemic, particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant to the job market; stresses the need to strive for a more flexible approach to individual career development and lifelong education and training across one’s personal career path;
Amendment 65 #
Draft opinion Paragraph 7 7. Considers that in the context of the recovery from the COVID-19 pandemic, particular efforts must be undertaken to provide children with inclusive quality education locally, rather than at distant schools and to invest in well-trained teachers in order to equip children with skills which are relevant to the job market;
Amendment 66 #
Draft opinion Paragraph 7 7. Considers that in the context of the
Amendment 67 #
Draft opinion Paragraph 7 7. Considers that in the context of the recovery from the COVID-19 pandemic, particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant to the job market in their own country;
Amendment 68 #
Draft opinion Paragraph 7 7. Considers that in the context of the recovery from the COVID-19 pandemic, particular efforts must be undertaken to invest in well-trained teachers in order to equip children with skills which are relevant
Amendment 69 #
Draft opinion Paragraph 7 a (new) 7a. Stresses the importance to accompany the investment in training and education with support to job creation to provide better future outlook for the next generation of African youth; notes the particular importance of public-private partnership in achieving SDG 8 (access to decent work);
Amendment 7 #
Draft opinion Paragraph 1 1. Notes that the lack of adequate national regulations and strategies, as well as the lack of trained professionals, of the necessary infrastructure and of proper equipment and facilities, are barriers to quality education for all, at all levels, in several developing countries;
Amendment 70 #
Draft opinion Paragraph 7 a (new) 7a. Recalls that the right to connect is not yet a right within everyone's reach and that the lack of access to an Internet connection is, today more than ever, a major obstacle to learning for children;
Amendment 71 #
Draft opinion Paragraph 7 a (new) 7a. Calls on the EU to foster investment in vocational training and lifelong learning, and the strengthening of educational structures in cooperation with the private sector to harness human capital;
Amendment 72 #
Draft opinion Paragraph 7 a (new) 7a. Emphasises that school-related vaccination strategies need to be considered to ensure the continuity of schooling in low and low-middle income developing countries;
Amendment 73 #
Draft opinion Paragraph 7 b (new) 7b. Points out that the digital transformation represents a tremendous development lever for access to education, which can enable young people and teachers to access digital educational content and improving the quality of education in some of the most marginalised communities; stresses that digital literacy and skills development are key in addressing youth unemployment;
Amendment 74 #
Draft opinion Paragraph 7 b (new) 7b. Stresses the importance of secondary education and vocational training, which are essential for youth employability and sustainable development; underlines the challenge of digital exclusion, particularly in the context of the COVID-19 pandemic, and calls for increased efforts for education and training in digital skills and for facilitating the use of ICTs;
Amendment 75 #
Draft opinion Paragraph 7 c (new) 7c. Is concerned about the persistence of child labour, and calls for coherent strategies to prevent this phenomenon and rehabilitate former child workers, underlines that access to affordable quality education and empowering families with decent work are primary tools to prevent child labour;
Amendment 76 #
Draft opinion Paragraph 7 d (new) 7d. Notes that forced displacement leads to rising number of people living in refugee settings; calls the Commission to support skill transmission in refugee camps and a strong education support for refugees and displaced people in order to support their integration and engagement in income generating activities;
Amendment 77 #
Draft opinion Paragraph 8 8.
Amendment 78 #
Draft opinion Paragraph 8 8. Calls on the Commission to establish a road map to provide technical assistance in the education sector, together with Member States, to developing partner countries in order to draw up proper national regulations and strategies
Amendment 79 #
Draft opinion Paragraph 8 8. Calls on the Commission to establish a road map to provide technical assistance in the education sector, together with Member States, to developing partner countries in order to draw up proper national regulations and strategies, and to share best practices in this context, especially in connection with international organisations working in this field, such as the Organisation Internationale de la Francophonie in particular;
Amendment 8 #
Draft opinion Paragraph 1 1. Notes that the lack of adequate national regulations and strategies, as well as the lack of trained professionals, of the necessary infrastructure and of proper equipment and facilities, are barriers to quality education in
Amendment 80 #
Draft opinion Paragraph 8 8. Calls on the Commission to establish a road map to provide technical assistance in the education sector, together with Member States, to developing partner countries in order to draw up proper national regulations and strategies, to establish effective data collection and management systems that allow proper policy implementation, and to share best practices in this context;
Amendment 81 #
Draft opinion Paragraph 8 a (new) 8a. Calls on the Commission to establish a link between possible investment de-risking activities and financial support to access to education and vocational training, particularly to establishing proper infrastructure and training of teachers, under the Neighbourhood, Development and International Cooperation Instrument (NDICI) - Global Europe;
Amendment 82 #
Draft opinion Paragraph 8 a (new) 8a. Calls on the EU to support governments of developing countries to ensure that any technology they recommend for online learning protects children’s privacy rights; in particular, stresses that governments and schools should include data privacy clauses in any contracts they sign with technology or “Ed Tech” providers;
Amendment 83 #
Draft opinion Paragraph 9 9. Calls on the Commission to take the absorption capacities of partner countries into account in the context of
Amendment 84 #
Draft opinion Paragraph 9 9. Calls on the Commission to take the absorption capacities of partner countries into account in the context of increased funding for education
Amendment 85 #
Draft opinion Paragraph 9 9. Calls on the Commission to take the absorption capacities of partner countries into account in the context of increased funding for education; emphasises the need to engage with reliable local partners
Amendment 86 #
Draft opinion Paragraph 9 9. Calls on the Commission to take the absorption capacities of partner countries into account in the context of increased funding for education; emphasises the need to engage with reliable local partners, particularly with local faith-based organisations and NGOs, in the implementation of education funding.
Amendment 87 #
Draft opinion Paragraph 9 9. Calls on the Commission to take the absorption capacities of partner countries into account in the context of increased funding for education; emphasises the need to engage with reliable local partners,
Amendment 88 #
Draft opinion Paragraph 9 a (new) 9a. Points out that many developing countries struggle to make efficient use of resources and very often increased education spending does not translate into more learning and improved human capital; stresses the role of teachers at all levels in facilitating learning, the importance of technology for learning and efficient management of schools and education systems in these countries;
Amendment 89 #
Draft opinion Paragraph 9 a (new) 9a. Calls on the Commission and Member States to contribute to the pooling of resources and expertise in developing countries, in particular in conjunction with existing, recognised international initiatives such as the Organisation Internationale de la Francophonie's francophone initiative for distance training of teachers1h; __________________ 1h https://www.francophonie.org/formation- des-instituteurs-ifadem-12
Amendment 9 #
Draft opinion Paragraph 1 a (new) 1a. Stresses that in the Sahel in particular, jihadist violence has led to school closures, with ‘the number of school closures in Central Sahel [having] increased sixfold between April 2017 and December 2019 due to the fact that attacks on schools, teachers and pupils are becoming increasingly common’, and that ‘over eight million children aged 6 to 14, around 55% of this age bracket, are out of school’1a; __________________ 1a‘Les violences au Sahel ont un “impact dévastateur” pour les enfants’ Agence Télégraphique Suisse, 28 January 2020.
Amendment 90 #
Draft opinion Paragraph 9 a (new) 9a. Underlines the need to boost the establishment of compulsory comprehensive sexual education programmes in the national education plans of partner countries to reduce girls and young women’s vulnerability to early and unintended pregnancy, HIV transmission and gender-based violence;
Amendment 91 #
Draft opinion Paragraph 9 a (new) 9a. Calls for increasing international educational exchanges between young people in Africa and the EU via e.g. Erasmus and Erasmus for Young Entrepreneurs aimed at helping new entrepreneurs to acquire relevant skills for managing business;
Amendment 92 #
Draft opinion Paragraph 9 a (new) 9a. Calls on the Commission to define clear and accountable benchmarks and indicators to improve access to quality of education in developing countries;
Amendment 93 #
Draft opinion Paragraph 9 b (new) 9b. Calls on developing countries, in particular in sub-Saharan Africa and the Sahel, to strengthen the security of schools, especially in areas of armed conflict, and to implement specific strategies for the education of internally displaced children, and calls on the Commission and Member States to ensure that aid is better targeted at these populations and these issues.
source: 703.254
|
History
(these mark the time of scraping, not the official date of the change)
2023-08-03Show (6) Changes | Timetravel
| docs/4 |
|
| events/4/docs |
|
| events/5 |
|
| events/5 |
|
| procedure/Legislative priorities |
|
| procedure/subject/4.40 |
Education, vocational training and youth
|
2022-06-03Show (7) Changes | Timetravel
| docs/4 |
|
| events/3/docs |
|
| events/4 |
|
| events/5 |
|
| forecasts |
|
| procedure/stage_reached |
Old
Awaiting Parliament's voteNew
Procedure completed |
| procedure/subject/4.40 |
Education, vocational training and youth
|
2022-05-04Show (1) Changes | Timetravel
| forecasts |
|
2022-05-03Show (1) Changes | Timetravel
| forecasts |
|
2022-04-27Show (1) Changes | Timetravel
| events/3/summary |
|
2022-03-23Show (2) Changes | Timetravel
| events/3 |
|
| procedure/stage_reached |
Old
Awaiting committee decisionNew
Awaiting Parliament's vote |
2022-03-17Show (2) Changes | Timetravel
| events/2 |
|
| procedure/Other legal basis |
Rules of Procedure EP 159
|
2022-03-09Show (1) Changes | Timetravel
| docs/3/docs/0/url |
https://www.europarl.europa.eu/doceo/document/DEVE-AD-700642_EN.html
|
2022-03-05Show (1) Changes | Timetravel
| docs/3 |
|
2022-02-25Show (1) Changes | Timetravel
| forecasts/0 |
|
2022-02-24Show (1) Changes | Timetravel
| forecasts/0/date |
Old
2022-03-15T00:00:00New
2022-03-14T00:00:00 |
2022-02-10Show (1) Changes | Timetravel
| docs/2/docs/0/url |
https://www.europarl.europa.eu/doceo/document/CULT-AD-699300_EN.html
|
2022-02-09Show (1) Changes | Timetravel
| docs/2/date |
Old
2022-02-02T00:00:00New
2022-02-08T00:00:00 |
2022-02-03Show (1) Changes | Timetravel
| docs/2 |
|
2022-01-11Show (1) Changes | Timetravel
| docs/1/docs/0/url |
https://www.europarl.europa.eu/doceo/document/AFET-AM-702918_EN.html
|
2021-12-17Show (1) Changes | Timetravel
| forecasts/1 |
|
2021-12-17Show (1) Changes
| docs/1 |
|