This own-initiative opinion is a follow-up to the EESC opinion on the Commission communication on Tourism and transport in 2020 and beyond.
This follow-up opinion intends to contribute to a coherent set of long term EESC proposals aimed at the full recovery of EU tourism and transport. The opinion will focus on how to best manage crises in the tourism industrial ecosystem and on the lessons learnt from such crises. After several waves of the COVID pandemic, it is of utmost importance to rethink the tourism ecosystem in more sustainable terms and adopt relevant policy solutions, as well as a comprehensive package of measures.
Batteries placed on the EU market should become sustainable, high-performing and safe all along their entire life cycle. This means batteries that are produced with the lowest possible environmental impact, using materials obtained in full respect of human rights as well as social and ecological standards. Batteries have to be long-lasting and safe, and at the end of their life, they should be repurposed, remanufactured or recycled, feeding valuable materials back into the economy.
The purpose of the opinion is to contribute to the further development of the foresight in the EU policy-making so to strengthen the EU's capacity and freedom to act. The opinion should ensure that EESC views are integrated in the new EU policymaking cycle which introduced foresight as a new compass as well as in the next European Commission's Annual Foresight Report.
The EESC welcomes the proposal's intention to implement the EPSR and other EU initiatives aimed at making quality and inclusive education a reality within the green and digital transitions. The EESC calls on Member States to ensure that blended learning is not detrimental to the social value of education or to the relevance of face-to-face teaching. They need to ensure that blended learning is established to support the quality and inclusion of education, in particular for children in need. The EESC notes that well-developed blended learning needs to be supported by sustainable public investment and should be implemented in curricula with a whole-school approach, taking into consideration the needs of teachers, students and their families.