Afacerile sociale - Related Opinions
The Commission launched a debate on an enhanced use of qualified majority voting (QMV) in social policy to render decision-making more flexible and efficient. The EESC supports the transition to QMV in the areas of non-discrimination, social security and protection of workers, as well as for employment conditions of third-country nationals.
This opinion calls on the EU to develop a strategy to enhance continuous, learner-centred learning, with digitalisation and the deployment of trustworthy AI at its heart, and stresses the essential role of both public education and non-formal education to enhance inclusiveness and active citizenship. Such a strategy requires an increased allocation of EU funds and more cooperation between policymakers, education providers, social partners and other civil society organisations.
The EESC notes that the Global Compact is a non-binding instrument that does not create new obligations for EU Member States and its content is fully in line with the principles and values of the European Union, most notably Article 2 of the Treaty on European Union, which includes – as its main values – respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities. The EESC therefore regrets the fact that the Compact has not been approved by all Member States and recommends that the EU clarify and build on the Compact's objectives using appropriate mechanisms.
The EESC takes note of the Fourth Report on the State of the Energy Union (SEU), supports the objectives of the Energy Union and welcomes the emphasis on the engagement and mobilisation of EU society to take full ownership of the Energy Union.
The EESC calls for synergy between European PES Network strategy going beyond 2020 and the principles of the EPSR. An innovative role for PES in implementing national employment and labour market policies and in guaranteeing more effective services for companies has to be properly supported at national level with sufficient capacity, skilled staff, IT and technical equipment and financial support. Greater efforts should be made to monitor, evaluate and benchmark PES services to assess the effectiveness of these services in assisting jobseekers entering the labour market.
The future of Europe and of the EU will be shaped and developed by our young people – by the students sitting in classrooms today. The foundations of their perceptions of and attitudes towards developments in Europe and the EU, and of their according them value or rejecting them, are already being laid in class and during discussions at school. The aim of a "Teaching Europe" initiative would be to put more emphasis on Europe and the EU in teaching in schools, and to highlight the EU's main achievements and its future challenges. The way the history of the EU Member States is taught should also be taken into consideration. As an idea, easy-to-use teaching materials could be developed, which would explain, among other issues, the role played by the EESC, civil society and the social partners.
The EESC welcomes the fact that principle 20 of the European Pillar of Social Rights reaffirms the right to access essential services/SGEIs. These are a vital component of social justice and are underpinned by the principle of equal treatment of users, prohibiting any kind of discrimination or exclusion whatsoever, and by the principle of universal access to services of a high level of affordability and quality.