Activities of Marijana PETIR related to 2014/2250(INI)
Plenary speeches (2)
Empowering girls through education in the EU (A8-0206/2015 - Liliana Rodrigues) HR
Empowering girls through education in the EU (short presentation) HR
Amendments (34)
Amendment 1 #
Motion for a resolution
Citation 1 a (new)
Citation 1 a (new)
– having regard to Articles 14, 18, 28, and 29 of the UN Convention on the Rights of the Child,
Amendment 9 #
Motion for a resolution
Recital A a (new)
Recital A a (new)
Aa. whereas education and training of girls and women is an important European value, a fundamental human right and an essential element for the empowerment of girls and women at social, cultural and professional level, as well as for the full enjoyment of all other social, economic, cultural and political rights;
Amendment 12 #
Motion for a resolution
Recital A b (new)
Recital A b (new)
Ab. whereas poverty has a strong influence on equal access to education due to both direct and indirect costs of sending children to school, and access to education, in particular higher education, is especially difficult for young people from low-income families, which leads to a reinforcement of the traditional preference for education for boys;
Amendment 13 #
Motion for a resolution
Recital A c (new)
Recital A c (new)
Ac. whereas according to a study conducted by the Directorate General for Internal Policies of the European Parliament, 30 million females of primary school age are globally out of the education system;
Amendment 15 #
Motion for a resolution
Recital B
Recital B
B. whereas the concept of gender is a social construct linked to issues of social class, ethnicity, religion, culture, sexuality and age which lgender stereotypes assign different, determined and limited roles to men and women and these roles are shaped through a multiplicity of social variables and disseminated or reproduced by parents, education and media; whereads to economic, cultural and educational injustices, andhese gender roles are integrated by individuals during thate social representations of gender are replicated at schoolisation phases of childhood and adolescence and therefore influence their lives and might limit women's and men's personal development;
Amendment 23 #
Motion for a resolution
Recital C
Recital C
C. considering the significant influence of family attitudes, of peers and teachers in the selection of students’ study areas and changing gender stereotypes, and given that teachers asgiven that teachers are agents of social change, bythrough their attitudes and teaching practices, and are essential to the promotion of gender equality;
Amendment 31 #
Motion for a resolution
Recital D
Recital D
D. whereas a gender perspective and gender equality should be incorporated into all levels of education in order to promote, among girls and boys, women and men, the values of justice and democratic citizenship, in order to build a genuine partnership between the genders with regard to public and private spheres;
Amendment 37 #
Motion for a resolution
Recital E
Recital E
E. whereas unskildata availabled and poorly paid work is commonly attributed to wottest that women are less well rewarded financially for their qualifications and experience than men and they continue to be responsible for most of the care within the family, which limits access to paid full- time employment, and that gender equality cannot be reduced to providing women with the standard of success defined by men, but involves the recognition of all the work done by women and the education of boys and men in the tasks from which theywhich are traditionally excludfeminised;
Amendment 43 #
Motion for a resolution
Recital F
Recital F
F. whereas, even though more women have moreaccess to secondary and university education, their professional activity is mainly related to tasks aimed at reproducing and extending traditional social and economic structures and there is a need to increase the presence of women both in vocational education and in Mathematics, Science, Engineering and Technology;
Amendment 44 #
Motion for a resolution
Recital F a (new)
Recital F a (new)
Fa. whereas a more equal allocation of educational resources would result in a greater access of girls to the labour market and a balanced participation of women and men in the working market could foster the economic perspectives of the European Union;
Amendment 45 #
Motion for a resolution
Recital F b (new)
Recital F b (new)
Fb. whereas the impact of gender stereotypes on education and training has strong implications for the labour market, where women still face both horizontal and vertical segregation, and whereas this contributes to certain sectors still being considered 'male' (with more than 85% men) and their pay levels consequently being higher than those of sectors considered 'female' (with more than 70% women);
Amendment 47 #
Motion for a resolution
Recital G
Recital G
G. whereas European and national authorities should encourage gender equality in educational institutions by all means possible, and gender education should be a fundamental part of the curriculum and school programmes, and teaching materials may contain discriminatory content;
Amendment 50 #
Motion for a resolution
Recital H
Recital H
Amendment 54 #
Motion for a resolution
Recital I
Recital I
I. whereas, in order to fight gender inequality, constant pedagogical supervision of curricula, objectives, content, strategies, materials, evaluation, disciplinary programmes and lesson plans is essential, as well as monitoring and evaluation by educational research centres and specialists in gender equality;
Amendment 57 #
Motion for a resolution
Recital J
Recital J
J. whereas violence against women is the main impediment to equality between men and women and can be combatted through education; whereas not all EU countries have ratified the Istanbul Convention and the EU has responsibilities in the initiative and funding of projects that promote gender equality;
Amendment 76 #
Motion for a resolution
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Calls on Member States to enable full effect to be given, when curricula are drawn up and implemented, to the principle that parents share the responsibility for the upbringing and development of their children; notes that parents or legal guardians bear the prime responsibility for their children’s upbringing and development and the children’s well-being is their essential concern; considers, therefore, that national authorities should allow and encourage parents to exercise the right to select curriculum content and should provide appropriate assistance to enable parents and legal guardians to fulfil their obligations to their children;
Amendment 89 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Asks the Commission that this recommendation be taken to the political institutions responsible for implementing central, regional and local education policies, school management bodies and regional and local authoriteducation policies;
Amendment 91 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Asks the Commission that this recommendation be taken to the politicnational institutions responsible for implementing central, regional and local education policies, school management bodies and regional and local authorities;
Amendment 99 #
Motion for a resolution
Paragraph 6
Paragraph 6
6. Calls forEncourages all EU countries to invest consistently in the production of information and motivational campaigns for girls and boys to choose non- stereotyped professions, as well as reflecting on the influence of gender identities and perceptions on girls' life plansinformation and awareness raising campaigns in order to address gender stereotypes in the process of professional orientation, notably on sciences and new technologies, with a view to fully benefitting from the human capital represented by European girls and women, promoting discussion of educational and career choices in the classroom;
Amendment 113 #
Motion for a resolution
Paragraph 7 a (new)
Paragraph 7 a (new)
7a. Stresses that girls who are not allowed to attend school are more exposed to domestic violence;
Amendment 115 #
Motion for a resolution
Paragraph 8
Paragraph 8
Amendment 130 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Insists on giving specialproper attention to the gender equality dimension in all its forms, in curricula, content, school programmes and lesson plans, as well as the need to assess the place of women in school curricula in various disciplines, highlighting their role in the content taught;
Amendment 131 #
Motion for a resolution
Paragraph 9
Paragraph 9
9. Insists on giving special attention to the gender dimensionequality in all its forms, in curricula, content, school programmes and lesson plans, as well as the need to assess the place of women in school curricula in various disciplines, highlighting their role in the content taught;
Amendment 133 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Calls foron the appromotion of a gender perspective in education on sexuality and the emotions,priate institutions in the Member States to encourage equality and equal participation by girls and boys in sport and leisure activities, where stereotypes and expectations based on gender can affect the self-image, health, the acquisition of skills, intellectual development, and social integration and identity construction of girls;
Amendment 147 #
Motion for a resolution
Paragraph 11
Paragraph 11
11. Encourages girls and boys to try new roles, activities and educational areas,in the education process to take an equal interest in all subjects, in particular as regards scientific and technical subjects, also encouraging their equal participation of girls and boys in collective decision-making and school management, as well as in all extracurricular activities;
Amendment 155 #
Motion for a resolution
Paragraph 13
Paragraph 13
Amendment 157 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13a. Notes that informal education also plays a key role in confidence building for girls and young women;
Amendment 158 #
Motion for a resolution
Paragraph 14
Paragraph 14
Amendment 164 #
Motion for a resolution
Paragraph 15
Paragraph 15
15. Underlines the need to prepare and disseminate guidelines for schools, teachers and those responsible for setting the curriculum in order to embrace a gender perspective and gender equality, and asks teachers to analyse and eliminate stereotypes and sexist distortions that the teaching materials may include in their content, language and illustrations, encouraging them also to combat thiequality, and recommends that the training of teachers and other educational workers be directed towards fulfilling the requirements of a balanced gender policy in schools and in the academic curriculum; insists on the importance of training of young teachers as well as sexism in literature, film, music, games and other areas that contribute decisively to chperienced teachers - through life-long and regular trainings - which must aim at a deep understangding of the attitudes, behaviour and identity of boys and girlsreproduction of gender stereotypes at school and the necessary efforts to overcome them;
Amendment 169 #
Motion for a resolution
Paragraph 16
Paragraph 16
Amendment 190 #
Motion for a resolution
Paragraph 20
Paragraph 20
20. Reiterates the importance of conducting impact studies for educational policies on gender equality, providing qualitative and quantitative instruments for the assessment of this impact, and using a budgetary strategy based on gender to promote both access and the right to educational resources;
Amendment 194 #
Motion for a resolution
Paragraph 21
Paragraph 21
Amendment 200 #
Motion for a resolution
Paragraph 23
Paragraph 23
Amendment 204 #
Motion for a resolution
Paragraph 24
Paragraph 24
24. Stresses the need to draw up plans of action and to allocate resources for the implementation of a gender equality programme, recommending the use of European instruments available for this purpose, namely the Investment Plan, the Horizon 2020 Programme and Community, the European Social Fund, as well as structural funds;