Dies ist eine HTML Version eines Anhanges der Informationsfreiheitsanfrage 'Compromise and split amendments regarding ‘The European Education Area: a shared holistic approach’'.


European Parliament
2019-2024
Committee on Employment and Social Affairs
2020/2243(INI)
9.7.2021
COMPROMISE AMENDMENTS
1 - 20
Draft opinion
Ilana Cicurel
(PE689.863v01-00)
The European Education Area: a shared holistic approach to education, skills
and competences
(2020/2243(INI))
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United in diversity
EN

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Amendment 1
Ilana Cicurel

Compromise amendment replacing Amendment(s): COMP A replacing AMs 25, 24, 27
Draft opinion
Recital A

Draft opinion
Amendment
A.
whereas everyone has the right to
A.
whereas everyone of any age group
inclusive and quality education, training
and socio-economic background has the
and lifelong learning in order to acquire
right to quality, inclusive, accessible and
and maintain the skills that will enable
affordable education, training, up-skilling,
them to develop their professional and
re-skilling and lifelong learning in a
personal potential to the fullest extent;
barrier free environment, as stated
amongst others in the Charter of
Fundamental Rights of the European
Union, 
in order to acquire and maintain
skills and competences; whereas these
will enable the development of personal
and 
professional goals, while fully
participating in society and successfully
managing the transition into the labour
market
;
Or. en
Amendment 2
Ilana Cicurel

Compromise amendment replacing Amendment(s): COMP B replacing AMs 40, 42, 39, 38,
41, 44
Draft opinion
Recital B

Draft opinion
Amendment
B.
whereas a qualified mobile
B.
whereas the EEA is a driving force
workforce is key for a globally competitive
for a socially-just society, prosperity and
economy that provides quality jobs;
the economy and has contributed to
whereas the recognition of qualifications
fostering common European values;
and learning periods is a crucial
whereas a qualified mobile workforce is
prerequisite for the free movement of
key for a globally sustainable economy
learners, educators and the workforce
that provides stable, quality jobs and
within the EU;
improves the well-being of society;
whereas people with low skills and
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qualifications, persons with disabilities
and people from disadvantaged
backgrounds, are at greater risk of
unemployment, poverty, and social
exclusion; whereas the strengthened
cooperation between universities and
other educational institutions as well as
the recognition of qualificationslearning
and training periods, including those
gained by informal learning and
volunteering, 
is a crucial prerequisite for
the free movement of learners, educators,
volunteers 
and the workforce within the
Union;
Or. en
Amendment 3
Ilana Cicurel

Compromise amendment replacing Amendment(s): COMP C replacing AMs 50, 51, 49, 53,
54, 66
Draft opinion
Recital C

Draft opinion
Amendment
C.
whereas investing in education,
C.
whereas investing in lifelong
training and the effective use of skills will
learning education, training and the
be crucial for the EU’s economic and
effective use of skills, including soft-skills,
social prosperity, particularly in the light of
is crucial for growth, innovation, social
the green and digital transitions,
cohesion, as well as economic and social
demographic change and globalisation,
prosperity of the Union, particularly in the
which are changing the nature of work, the
light of the green and digital transitions,
content of jobs and the skills and
demographic changeglobalisation and the
qualifications required;
COVID-19 pandemic, which are changing
the nature of work, the content of jobs and
the skills and qualifications required;
whereas development of specific targets
and benchmarks as well as the system of
monitoring of their implementation is
crucial for achieving the EEA by 2025;
whereas training and education should
aim primarily to achieve the development
of learners and value the integral growth
of every person, with a special attention to
all facets of the individual and without

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restricting the objectives of education
solely to employability;

Or. en
Amendment 4
Ilana Cicurel

Compromise amendment replacing Amendment(s): 23, 59, 67, 69, 76, 74
Draft opinion
Recital C a (new)

Draft opinion
Amendment
C a.
whereas in addition to crucial
basic skills, it is also important to focus on
multilingualism, digital skills and cross-
cuttings skills such as critical and
innovative thinking, entrepreneurship,
creativity, intercultural competences, team
work and media literacy; whereas all non-
formal and informal skills are key for the
active participation and inclusion in the
labour market and society as a whole;
whereas, besides a strong focus on STEM
subjects in up-skilling and re-skilling
programmes, similar attention should be
given to humanities and social sciences,
since they can, among others, contribute
to the social dimension of the green and
digital twin transition and lead to a
human-centred approach to the digital
and scientific areas;

Or. en
Amendment 5
Ilana Cicurel

Compromise amendment replacing Amendment(s): 61, 46, 47, 72, 75
Draft opinion
Recital C b (new)

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Draft opinion
Amendment
C b.
whereas the European Pillar of
Social Rights Action Plan sets out as a
target that at least 60% of all adults
should participate in training every year;
whereas in 2020 only 49.1% of teachers in
the Union received formal education or
vocational training in ICT1a; whereas
progress over the past decade in adult
learning participation has been slow and
very uneven across Member States and
the target for 2020 has not been
reached1b; whereas the OECD
Programme for International Assessment
of Adult Competencies shows a constant
high share of adults and teenagers with
insufficient basic skills1c; whereas
according to the European Commission
by 2025 at least four in five VET
graduates should be employed and three
in five should benefit from on-the job
training1d;

__________________
1a
https://op.europa.eu/webpub/eac/educatio
n-and-training-monitor-2020/en/

1b Education and Training Monitor
(2020), European Commission

1c Council Recommendation of 22 May
2018 on key competences for lifelong
learning ST/9009/2018/INIT

1d
https://ec.europa.eu/info/sites/default/files
/3_en_document_travail_service_part1_v3
_en_0.pdf

Or. en
Amendment 6
Ilana Cicurel

Compromise amendment replacing Amendment(s): 29, 35, 34, 64, 57, 55
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Draft opinion
Recital C c (new)

Draft opinion
Amendment
C c.
whereas the COVID-19 pandemic
has shown profound differences in access
to digital education among learners
particularly from disadvantaged groups
with one fifth of children in the EU
lacking two out of five important
resources for online learning1a; whereas
the pandemic is likely to have a severe
impact on the labour market, disclosed a
wide gap between digital skills of people
and labour market demands1b, and
exacerbated existing divides and
inequalities in access to education and
skills; whereas these have a significant

impact on citizens’ employment prospects,
earnings and inclusion in society;
whereas mainly young people entering the
workforce at the time of the pandemic
have had difficulties securing their first
jobs1c; whereas education and training,
up-skilling and re-skilling, is essential for
leveraging opportunities and addressing
the challenges generated by the COVID-
19 crisis; whereas the pandemic
represents an opportunity to develop
intersectional policies aimed at building
more resilient and inclusive educational
systems that better prepare learners and
workforce for the labour market and
multiple global challenges of today;

__________________
1a European Commission, Fairness policy
briefs 4/2020, Educational inequalities in
Europe and physical school closures
during Covid-19,
https://ec.europa.eu/jrc/sites/jrcsh/files/fai
rness_pb2020_wave04_covid_education_j
rc_i1_19jun2020.pdf

1b Eurostat: Do young people in the EU
have digital skills?
https://ec.europa.eu/eurostat/web/product

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s-eurostat-news/-/EDN-20200715-1
1c Eurostat: Society and work,
https://ec.europa.eu/eurostat/web/covid-
19/society-work

Or. en
Amendment 7
Ilana Cicurel

Compromise amendment replacing Amendment(s): 80, 87, 86, 82, 79
Draft opinion
Paragraph 1

Draft opinion
Amendment
1.
Welcomes the Commission
1.
Welcomes the Commission
communication of 30 September 2020
communication of 30 September 2020
entitled ‘Achieving the European
entitled ‘Achieving the European
Education Area by 2025’
Education Area by 2025’
(COM(2020)0625) which encompasses six
(COM(2020)0625) which encompasses six
dimensions – quality, inclusion and gender
dimensions – quality, inclusion and gender
equality, the green and digital transitions,
equality, the green and digital transitions,
teachers and trainers, higher education and
teachers and trainers, higher education and
the geopolitical dimension – and a set of
the geopolitical dimension – and a set of
targets with the aim of improving
targets with the aim of improving
outcomes and ensuring resilient and future-
outcomes and ensuring resilient and future-
looking education systems;
looking education systems; Calls on the
Member States to set priorities to achieve
a functioning and effective EEA by 2025;
Recalls that key areas in which the Union
can support and complement the effort of
the Member States need to be clearly
identified and implemented with the
targets developed in cooperation with the
Member States, academic institutions and
other relevant stakeholders, in line with
Article 165 of the TFEU and the principle
of subsidiarity. Insists on considering
education and training as a common
investment for not only the recovery,
resilience and competitiveness of the
Union, but also for ensuring its social
cohesion and allowing for personal
development throughout life; Reminds
that the creation of the EEA by 2025 is a

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way to harness the full potential of
education and culture as drivers for
economic growth and job creation as well
as improved social cohesion;

Or. en
Amendment 8
Ilana Cicurel

Compromise amendment replacing Amendment(s): 84, 82, 159, 150
Draft opinion
Paragraph 1 a (new)

Draft opinion
Amendment
1 a.
Points out that during the COVID-
19 crisis the importance of having a very
high internet capacity and connectivity for
all became apparent, especially in the
educational sector; underlines that all
connectivity and equipment gaps should
be tackled as soon as possible, with
special focus on vulnerable groups; Notes
the efforts of the European Commission
and Member States to ensure pedagogical
continuity during the COVID-19 crisis;
stresses that the digitalisation of
education must only be complementary to
face-to-face learning, not forgetting that
face-to-face learning must remain the key
as it teaches also valuable social skills;
underlines that following the COVID-19
pandemic remote learning could become
part of a modern blended learning
approach; Recalls, in this regard, the
need to invest in innovative ways of
teaching enabled by the digital
development; Regrets that the Covid-19
crisis has increased and is likely to
continue increasing youth unemployment
in the European Union;

Or. en
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Amendment 9
Ilana Cicurel

Compromise amendment replacing Amendment(s): 125, 176, 113, 93, 95, 161, 82
Draft opinion
Paragraph 1 b (new)

Draft opinion
Amendment
1 b.
Emphasises the need for close
cooperation, a structured dialogue and
exchange of best practices on common
challenges and opportunities between all
relevant stakeholders involved in the
areas of education and training, up-
skilling and re-skilling at local, regional,
national and European level, involved;
calls for an effective and well-established
governance system for the implementation
of the European Education Area, building
on the ET 2020 framework; highlights
that the successful transition towards the
European Education Area requires
cooperation between teachers, trainers,
learners, parent and other relevant
associations and organisations, academia,
civil society organisations and social
partners; emphasises the need for
increased cooperation and research on
education which stimulates social
cohesion, economic growth and
innovation;

Or. en
Amendment 10
Ilana Cicurel

Compromise amendment replacing Amendment(s): 101, 102, 97, 98, 99, 105
Draft opinion
Paragraph 2

Draft opinion
Amendment
2.
Highlights the importance of
2.
Highlights the importance of
ensuring inclusive and quality education,
ensuring learner-centred, integrated,
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and promoting lifelong learning, including
inclusive, accessible, affordable and
vocational education and training (VET),
quality education, and promoting lifelong
for all across the Union, to ensure equal
learning, including vocational education
opportunities in the labour market;
and training (VET), and non-formal and
welcomes, in this context, the development
informal competences as well as providing
of a European approach to micro-
flexible pathways to learning for all age
credentials and individual learning
learners across the Union, to ensure equal
accounts;
opportunities in the labour market; recalls
that inclusive education needs to be
accessible for all, with no discrimination
based on gender, racial, ethnic or social
origin, language, religion or belief,
disability, age or sexual orientation;
recalls in this regard the need to ensure
equal access to employee training;
welcomes, the exchange of best practices
and 
development of a European approach
to micro-credentials and individual
learning accounts with a view to ensuring
up- and reskilling and qualifications for
all
;
Or. en
Amendment 11
Ilana Cicurel

Compromise amendment replacing Amendment(s): 83, 100, 90, 175
Draft opinion
Paragraph 2 a (new)

Draft opinion
Amendment
2 a.
Considers that boosting existing
education and training programmes along
the lines of the Erasmus+ programme,
which promotes learning mobility
throughout Europe and beyond, is key to
making the idea of a European Education
Area a reality; Welcomes the launch of
the Erasmus+ 2021-2027 programme, the
increased budget and the new measures
aimed at making access to the programme
fairer and more inclusive, reducing
inequalities, boosting professional
training and reducing territorial
disparities by simplifying administrative

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procedures; Calls on the European
Commission to support all Member States
so that the goals set by the Erasmus +
Program, can be implemented without
unnecessary administrative barriers; Calls
on the European Commission and
Member States to promote and facilitate
increased mobility for teachers and
learners of all age; Welcomes the new
professional mobility action, Erasmus
Pro, which gives learners and apprentices
the opportunity to spend 3 to 12 months
abroad to develop their professional and
linguistic competences;

Or. en
Amendment 12
Ilana Cicurel

Compromise amendment replacing Amendment(s): 104, 97, 109, 127, 121, 162, 100
Draft opinion
Paragraph 2 b (new)

Draft opinion
Amendment
2 b.
Insists on the valorisation and full
recognition of vocational education and
training as a path of Excellence and in
line with the Council recommendation on
vocational education and training; Insists
for vocational education and training to
be fully integrated in the European
Education Area and recognised on the
labour market; calls on Member States
and stakeholders to ensure that all VET
graduates have access to the labour
market and long-term professional
perspectives; highlights the need to ensure
effective social dialogue on VET and
adult learning to consolidate efficient
governance in the sector at all levels;
highlights the need for some Member
States to address the lack of attractiveness
and prestige deficit of VET5a and dual
education systems; considers education
and training, including VET and

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Technical and Vocational Education and
Training (TVET), in future-oriented
sectors, skills and competences, to be
essential; highlights the importance of
improving and encouraging TVET paths;
welcomes, in this context, the initiative of
Centres of Vocational Excellence and the
development of a European approach to
micro-credentials, modularisation and
individual learning accounts; encourages
the European Commission and Member
States to work towards longer periods of
mobility in vocational education and
training, with a genuine European
apprenticeship statute, and in partnership
with the private sector; encourages the
European Commission to work with
Member States on an action plan to
remove the remaining obstacles to
European mobility, such as overcoming
the administrative burden and promoting
language learning; recalls in this context
the responsibility of the private sector
regarding investment in VET and
personalized lifelong learning; calls for
facilitating public-private partnerships in
VET as well as in formal and informal
training, and in the up- and reskilling of
the European workforce, also to
strengthen the efficiency of educational
systems and to match labour market
needs, without undermining the
independence of educational institutions;
urges Member States to encourage the
employability of VET graduates in the
private sector with education and training
incentive measures; calls for the
European Education Area, Skills Agenda,
Council Recommendation on VET and
interlinked policy initiatives to
complement and mutually reinforce each
other;

Or. en
Amendment 13
Ilana Cicurel

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Compromise amendment replacing Amendment(s): Thematic Topic: FUNDING - COMP 7
replacing AMs RE 110, SD 111, EPP 112, RE 82
Draft opinion
Paragraph 2 c (new)

Draft opinion
Amendment
2 c.
Calls on the European
Commission and Member States to
support the Pact for Skills, requiring
collective action of Member States,
companies, social partners and other
stakeholders; reiterates the need for
adequate funding and investment geared
to achieving the goals of the European
Education Area calls in this respect on the
European Commission to ensure funding
via Next Generation EU and urges the
Member states to devote sufficient
resources for the educational sector under
Flagship initiative 7 in their National
Recovery and Resilience Plans for
reskilling and up-skilling for education,
training and research; encourages
Member States to significantly increase
public spending on education; calls on the
Commission to encourage Member States
to put forward long-term strategic plans
encompassing visions for the education
system that is resilient to future
challenges and potential crises and
flexible also in terms of the fast
technological changes in the digital age;

Or. en
Amendment 14
Ilana Cicurel

Compromise amendment replacing Amendment(s): 114, 118, 117, 116, 119, 115
Draft opinion
Paragraph 3

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Draft opinion
Amendment
3.
Underlines that basic and cross-
3.
Highlights the role of the
cutting skills, up- and re-skilling and
European Education Area in fostering
lifelong learning are vital for sustainable
citizen’s sense of being part of European
growth, productivity, investment and
savoir-faire; underlines that basic, soft and
innovation, and are therefore key factors
cross-cutting skills, up- and re-skilling and
for the competitiveness of businesses,
lifelong, individualized learning in the
especially small and medium-sized
context of the green and digital
enterprises (SMEs);
transitions; demographic change,
globalisation and the COVID-19
pandemic 
are vital for sustainable growth,
productivity, adaptation to the
transformations of the labour market
,
investment and innovation, and are
therefore key factors for the
competitiveness of businesses, especially
micro, small and medium-sized enterprises
(MSMEs)In this respect reminds that
education policies are intrinsically linked
to other EU policies and synergies need to
be ensured with inter alia the European
Pillar of Social Rights and the related
action plan, the New Industrial Strategy
for Europe, the New Skills Agenda and
the European Digital Strategy;

Or. en
Amendment 15
Ilana Cicurel

Compromise amendment replacing Amendment(s): 116, 123, 114
Draft opinion
Paragraph 3 a (new)

Draft opinion
Amendment
3 a.
Highlights the experience,
knowledge and skills obtained by informal
and non-formal ways of learning for
example by volunteering, providing
informal help or care; notes that the
formal recognition of these skills could
help people to gain more opportunities on
the labour market; insists on the short

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and long term benefits of the practice of
mentoring in educational systems,
businesses and our society as a whole;
encourages Member states to incentivise
associations and companies using
mentoring programmes with thorough
policies and resources; encourages the
European Commission to promote
mentoring and work with Member States
towards the development of mentoring
certification and labelling;

Or. en
Amendment 16
Ilana Cicurel

Compromise amendment replacing Amendment(s): 110, 120, 153
Draft opinion
Paragraph 3 b (new)

Draft opinion
Amendment
3 b.
Highlights the importance of
supporting and preparing teachers and
trainers to be able to provide quality
education; Underlines the importance of
ensuring that teachers and educators
receive appropriate, flexible, high-quality
training with a special focus on digital
literacy and digital skills; Recalls the
necessity to provide the opportunities for
the continuous professional development
of teachers, the mobility opportunities for
them and to increase the attractiveness of
the teaching profession; stresses in this
regard the importance of teachers
academies also for the VET sector and
also of providing financial support for
training courses designed for teachers
and educators; highlights the need to
prepare more teachers for highly
demanded areas like STEM or for
teaching learners with special needs;
highlights the need for teachers to support
and be supported by parents due to their
complementary roles in the education of

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children; recalls that training courses
should also take into account the
multicultural and multilingual
environments in which teachers and
educators work;

Or. en
Amendment 17
Ilana Cicurel

Compromise amendment replacing Amendment(s): 132, 138, 137, 133
Draft opinion
Paragraph 4

Draft opinion
Amendment
4.
Calls on the Commission and the
4.
Calls on the Commission and the
Member States to facilitate and promote
Member States to facilitate and promote
transparent mobility through the full
transparent mobility for all, including
implementation of the Professional
persons with disabilities, special needs
Qualifications Directive1 , and better use
and persons from disadvantaged
of tools such as the European Employment
background through the full
Services (EURES) job mobility portal, the
implementation of the Professional
Europass online platform and the European
Qualifications Directive, as well as further
Skills, Competences, Qualifications and
developing the European Student Card,
Occupations (ESCO) classification system;
and to improve the use and visibility of
highlights, in this context, the need to
tools such as the European Employment
improve the recognition of third-country
Services (EURES) job mobility portal, the
nationals’ competences on the Union’s
Europass online platform, which will be
labour market;
interoperable with the databases of job
offers available at EURES, 
and the
European Skills, Competences,
Qualifications and Occupations (ESCO)
classification system, Erasmus + with the
special focus on VET learners and staff
,
EU Skills Profile Tool for Third Country
Nationals, and ENIC-NARIC networks;
stresses 
the need to promote centres of
vocational excellence and to enhance
their relevance to skills development
;
__________________
__________________
1 Directive 2005/36/EC of the European
1 Directive 2005/36/EC of the European
Parliament and of the Council of 7
Parliament and of the Council of 7
September 2005 on the recognition of
September 2005 on the recognition of
professional qualifications, OJ L 255,
professional qualifications, OJ L 255,
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30.9.2005, p. 22.
30.9.2005, p. 22.
Or. en
Amendment 18
Ilana Cicurel

Compromise amendment replacing Amendment(s): 132; 134; 143; 142; 123, 147; 146; 144,
156
Draft opinion
Paragraph 4 a (new)

Draft opinion
Amendment
4 a.
Highlights, in this context, the
need to improve the recognition of
knowledge, skills, non-formal and
informal competences gained during the
qualifications, volunteering, learning and
training periods abroad; Stresses the need
to improve the recognition of skills of
third-country nationals in order to
facilitate their access to education and
employment in the Union, through
simplification and acceleration of
recognition and validation processes;
underlines that specific attention should
be paid to most vulnerable groups; Is of
the opinion that the mutual recognition of
trainings, volunteering programs,
learning outcomes, qualifications and
diplomas at all education levels, and
progress in the recognition and validation
of non-formal and informal learning, will
help to overcome skills shortages and
skills mismatches and enable adults to
obtain full qualification; Calls on
reducing difficulties arising from the
absence of automatic validation for
annual learning outcomes; Emphasises
that in addition to the European graduate
tracking initiative it is necessary to
monitor and gather information on
emerging skills trends and developments;
Encourages Member States to put into
effect the 2018 Council Recommendation
on key competences for lifelong learning

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to promote progress in all 8 key areas
such as opportunities for young learners
to undertake at least one practical
entrepreneurial experience during their
education;

Or. en
Amendment 19
Ilana Cicurel

Compromise amendment replacing Amendment(s): 149, 155, 151, 150, 154
Draft opinion
Paragraph 5

Draft opinion
Amendment
5.
Stresses the opportunities created
5.
Welcomes the opportunities created
by digital work to achieve the inclusion of
by digitalisation to improve inclusiveness
all in the labour market; highlights, in this
in the labour market; deplores the
regard, the need to provide access to the
persistence of the digital divide in the
development of digital skills, as well as
Union and highlights, in this regard, the
competences in science, technology,
need to provide access to high-speed
engineering and mathematics (STEM), and
internet, high-quality software and digital
cross-cutting soft skills such as critical
equipment as a necessary precondition for
thinking, creativity and entrepreneurship,
the development of digital skills, as well as
to everyone; underlines that special
competences in science, technology,
attention must be paid to the inclusion of
engineering and mathematics (STEM);
disadvantaged groups in this context, in
emphasises the importance of acquiring
particular persons with disabilities;
social skillslanguage skills and cross-
cutting soft skills such as critical thinking,
creativityentrepreneurship, intercultural
skills, team work and media literacy for
everyone; underlines that special attention
must be paid to the inclusion of
disadvantaged and vulnerable groups in
this context, in particular persons with
disabilities also through facilitation of
individual learning paths
Recalls that
education systems should not only
embrace the knowledge and skills but
should also enhance the well-being and
physical health of the learners;

Or. en
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Amendment 20
Ilana Cicurel

Compromise amendment replacing Amendment(s): 171, 168, 169
Draft opinion
Paragraph 6

Draft opinion
Amendment
6.
Regrets the persistent gender
6.
Regrets the persistent gender
employment and pay gap; highlights, in
employment and pay gap as well as the
this regard, the need to tackle gender
consequent gender pension gap;
stereotypes and to increase women’s
highlights, in this regard, the need to tackle
representation in education, training and
gender stereotypes and to increase and
employment in STEM subjects and
support women’s representation in
occupations.
education, training and employment in
STEM subjects and occupations as well as
in other fields of knowledge and
employment; Stresses that it is essential to
create a positive and inclusive learning
and working environment and to counter
unconscious bias and gender stereotypes
with respect to subject and career choices,
recalls the responsibility of public and
private stakeholders in this regard; notes
that the future EEA framework should
integrate an intersectional perspective,
with the aim of preventing any kind of
discrimination, including multiple
discrimination;

Or. en
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