24 Amendments of Vilija BLINKEVIČIŪTĖ related to 2016/2142(INI)
Amendment 1 #
Motion for a resolution
Citation 1
Citation 1
— having regard to Articles 8, 165 and 166 of the Treaty on the Functioning of the European Union (TFEU),
Amendment 14 #
Motion for a resolution
Recital B
Recital B
B. whereas lifelong learning, which promotes bothin formal, non-formal and informal contexts which promotes gender equality, active citizenship and employability, is a key aspect of education affected by these changes;
Amendment 15 #
Motion for a resolution
Recital B a (new)
Recital B a (new)
B a. whereas in order to achieve the 2020 target that an average of at least 15% of adults aged 25 to 64 years old should participate in lifelong learning, active steps to reduce obstacles to participation, including balancing family obligations, particularly for women, must be actively taken;
Amendment 29 #
Motion for a resolution
Recital D a (new)
Recital D a (new)
D a. whereas further and distance education and the use of new technologies can help to raise awareness of girls and women of new career options, particularly in areas where they are underrepresented; whereas even though more women have advanced secondary school diplomas and higher education degrees, there is a need to increase the presence of women both in vocational education and in STEM (Science, Technology, Engineering and Mathematics)-related sectors;
Amendment 32 #
Motion for a resolution
Recital D b (new)
Recital D b (new)
D b. whereas the average employment rate of women is directly linked to her level of education, with women aged 25- 49 that have completed tertiary education having over 20% higher employment rates than women with pre-primary, primary and lower secondary education;
Amendment 33 #
Motion for a resolution
Recital D c (new)
Recital D c (new)
D c. whereas distance education can have positive effect on ICT skills of women; whereas the entry of more women into the ICT sector would boost a market in which labour shortages are foreseen and in which equal participation of women would lead to a gain of around EUR 9 billion EU GDP each year; whereas women remain heavily underrepresented in ICT degree programmes, where they constitute only around 20 % of graduates in the field, with only 3 % of all female graduates having a degree in ICT;
Amendment 61 #
Motion for a resolution
Recital J
Recital J
J. whereas women constitute the majority of people enrolling in distance education courses, as women still spend more time than men on unpaid domestic work and family care and such courses offer them flexibility in achieving their work-life balance;
Amendment 62 #
Motion for a resolution
Recital J a (new)
Recital J a (new)
J a. whereas men accounted for 60 % of staff in academic institutions accross Member States in 2010;
Amendment 63 #
Motion for a resolution
Recital K
Recital K
K. whereas equality between women and men is a fundamental principle of the European Union which is enshrined in the Treaties and forms one of the objectives and tasks of the Union; whereas equality in education offers women greater opportunities and contributes to the social, cultural and economic development of society; whereas education is a fundamental tool to combat gender stereotypes;
Amendment 78 #
Motion for a resolution
Paragraph 3
Paragraph 3
3. Recognises that digitalisation and the establishment of common educational platforms are key to addressing these challenges, calling for more attention to quality education to be provided to women as part of digital platforms, in order to improve their position in the labour market and to update and match their skills to the needs of the digitalised economy;
Amendment 79 #
Motion for a resolution
Paragraph 3 a (new)
Paragraph 3 a (new)
3 a. Emphasises that lifelong learning measures are key to providing women with skills that can enable them to return to employment or improve their employment, income and working conditions; calls on the Commission to promote initiatives offering support in implementing professional distance education programmes for women, including higher education in the fields of science, technology and IT, developing training programmes on gender equality for education professionals, and preventing stereotypes from being passed on through curricula and pedagogical material;
Amendment 81 #
Motion for a resolution
Paragraph 3 b (new)
Paragraph 3 b (new)
3 b. Stresses the importance of education in combating gender stereotypes; calls therefore on the Commission to promote initiatives developing training programmes on gender equality for education professionals, and preventing stereotypes from being passed on through curricula and pedagogical material;
Amendment 88 #
Motion for a resolution
Paragraph 4
Paragraph 4
4. Stresses that academic institutions must prepare students, including women, for uncertainty and provide them with tools such as entrepreneurial and adaptability skills to explore their own pathways;
Amendment 95 #
Motion for a resolution
Paragraph 5 a (new)
Paragraph 5 a (new)
5 a. Stresses the need for further improvements in women's presence and access to higher levels of academia, especially to address their continued under-representation in senior positions in academia;
Amendment 104 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Calls for the better inclusion and retention of individuals in the labour market, including women, backed up by improvements in their skills through vocational and educational training (VET);
Amendment 113 #
Motion for a resolution
Paragraph 10
Paragraph 10
10. Acknowledges that access to education is a key concern –- particularly for vulnerable people, those from disadvantaged background, migrants or people with special needs;
Amendment 134 #
Motion for a resolution
Paragraph 13
Paragraph 13
13. Recognises that flexible learning formats enable people in employment to enjoy a better work-life balance; calls for provision of accessible and affordable care facilities in order to allow carers, often women, to participate in lifelong education and training; emphasises that flexible learning formats must also be accessible to people with disabilities, particularly women and girls;
Amendment 137 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13 a. Emphasises that flexible learning formats provide an opportunity to provide access and overcome barriers to education faced by women and girls from vulnerable or marginalised communities, such as refugee and migrant women, Roma women, single mothers, LGBTI women, women facing poverty and social exclusion, and women in rural areas;
Amendment 142 #
Motion for a resolution
Paragraph 14 a (new)
Paragraph 14 a (new)
14 a. Promotes the idea of ensuring access to lifelong learning particularly to facilitate re-entry into the workforce, including for women or carers;
Amendment 168 #
Motion for a resolution
Paragraph 18 a (new)
Paragraph 18 a (new)
18 a. Stresses that women and girls often face gender-stereotypes in relation to digital technologies; points that proper digital literacy, also for women, is essential to ensure equal access to distance education;
Amendment 197 #
Motion for a resolution
Paragraph 31
Paragraph 31
31. Recommends the corroboration of lifelong learning efforts with a European Digitalisation Strategy and gender impact assessment of the proposed measures to be prepared;
Amendment 199 #
Motion for a resolution
Paragraph 31 a (new)
Paragraph 31 a (new)
31 a. Highlights the need for active measures to address and break gender- based stereotypes and segregation in education and training including by ensuring gender-sensitive curricula in education, providing career counselling, and undertaking media campaigns that encourage boys and girls, women and men to follow career paths according to their skills and abilities;
Amendment 206 #
Motion for a resolution
Paragraph 32
Paragraph 32
32. Highlights the importance of stepping up European efforts to make the Lifelong Learning Strategy a reality for all and calls for mainstreaming gender equality in lifelong learning strategies;
Amendment 212 #
Motion for a resolution
Paragraph 33
Paragraph 33
33. Calls on Member States to ensure a gender sensitive and a holistic approach to education and to provide students with authentic and equal learning opportunities that develop their aspirations and the skills needed to survive in a global economy; recommends on Member States to develop gender-sensitive curricula and teaching materials free of discrimination, which are influencing student's educational and career paths alike later on;