Awaiting Parliament 1st reading / single reading / budget 1st stage
2014/2250(INI) Empowering girls through education in the EU
Next event: Vote in committee, 1st reading/single reading 2015/06/16 more...
Lead committee dossier: FEMM/8/02320
Legal Basis RoP 052
Next event: Vote in committee, 1st reading/single reading 2015/06/16 more...
- Debate in plenary scheduled 2015/09/07
- Vote in plenary scheduled 2015/09/08
- Committee report tabled for plenary, single reading 2015/06/23
Role | Committee | Rapporteur | Shadows |
---|---|---|---|
Opinion | CULT | MARAGALL Ernest (Verts/ALE) | |
Lead | FEMM | RODRIGUES Liliana (S&D) | GÁLL-PELCZ Ildikó (EPP), ŽITŇANSKÁ Jana (ECR), BEARDER Catherine (ALDE), BJÖRK Malin (GUE/NGL), ENGSTRÖM Linnéa (Verts/ALE), AIUTO Daniela (EFD) |
Legal Basis RoP 052
Subjects
Activites
-
2015/09/08
Vote in plenary scheduled
-
2015/09/07
Debate in plenary scheduled
- 2015/06/23 Committee report tabled for plenary, single reading
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2015/06/16
Vote in committee, 1st reading/single reading
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2015/01/15
Committee referral announced in Parliament, 1st reading/single reading
Documents
- Committee report tabled for plenary, single reading: A8-0206/2015
Amendments | Dossier |
42 |
2014/2250(INI)
2015/04/01
CULT
42 amendments...
Amendment 1 #
Draft opinion Paragraph 1 Amendment 10 #
Draft opinion Paragraph 2 2. Stresses the importance of informal education when it comes to tackling the issue of beliefs and traditional practices imposing limitations on girls in education, and calls on the Member States to ensure equal access to education for boys and girls regardless of their ethnic, national, cultural or religious framework, in order to achieve real gender equality in education; stresses the need for a special focus on groups suffering from multiple forms of discrimination, including migrants, refugees, people with disabilities, young carers and others;
Amendment 11 #
Draft opinion Paragraph 2 2. Stresses the importance of informal education when it comes to tackling the issue of beliefs and traditional practices imposing limitations on girls in education, and calls on the Member States to ensure equal access to education for boys and girls regardless of their ethnic, national, cultural or religious framework, in order to achieve real gender equality in education; highlights the utmost importance for girls not to be forced by a family decision to give up school before completing secondary level studies;
Amendment 12 #
Draft opinion Paragraph 2 a (new) 2a. Calls for a revamped impetus to accredit informal education as a certificate of competence, as well as ensure a high standard certificate of work-based learning in relation to vocational education, as this will assist girls in finding better jobs and re-integrate in the labour market ensuring that females are equated to males through dignity and competence;
Amendment 13 #
Draft opinion Paragraph 2 a (new) 2a. Considers that gender equality in education must include a range of issues, such as literacy including media-literacy, bullying including cyber-bullying, homophobic violence, hate speech, human rights and civic education;
Amendment 14 #
Draft opinion Paragraph 2 b (new) 2b. Stresses the need to provide a rights- based and gender-sensitive learning environment for all learners both in terms of curriculum and pedagogy, where children (and girls in particular) can learn about their rights and experience democratic processes in schools as well as informal learning environments;
Amendment 15 #
Draft opinion Paragraph 2 a (new) 2a. Stresses that education must help to develop identities in both boys and girls that are aware, balanced, respectful of other people and capable of empathy and mutual respect, in order to prevent discrimination, aggression and bullying;
Amendment 16 #
Draft opinion Paragraph 2 b (new) 2b. Stresses that schools should help to develop the intercultural approach to education, in preference to an approach geared to assimilation or multiculturalism, in order to promote openness, mutual respect and intercultural and inter-religious dialogue;
Amendment 17 #
Draft opinion Paragraph 2 a (new) 2a. Emphasises the importance of learning about child rights in schools, with special attention to gender equality, non-discrimination and European Citizenship; highlights that child rights education aims to foster learning among both girls and boys about equal opportunities, empowering them in taking action as adults to advocate for principles in line with Article 3 of the Lisbon Treaty and the UN Convention on the Rights of the Child;
Amendment 18 #
Draft opinion Paragraph 2 b (new) 2b. Recalls that poverty and low economic status have a strong impact on gender equality in education, that disproportionally affect girls’ access to schools and universities; therefore, encourages Member States’ initiatives aiming to reduce direct and indirect educational costs for families in need;
Amendment 19 #
Draft opinion Paragraph 2 c (new) 2c. Stresses the need of a school-based sensitive sexuality education as an essential tool to promote gender equality and sexual knowledge, especially among girls;
Amendment 2 #
Draft opinion Paragraph 1 1. Recalls that gender stereotyping and sexism remain the greatest obstacles to achievement of gender equality, and highlights the importance of combating gender stereotypes in terms of field of studies, academic curricula and performance in and through formal and informal education at all educational
Amendment 20 #
Draft opinion Paragraph 3 3.
Amendment 21 #
Draft opinion Paragraph 3 3. Emphasises that teachers play a major role in the formation of educational identities and have a
Amendment 22 #
Draft opinion Paragraph 3 3. Emphasises that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has still to be done to empower teachers on how to promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training to teachers at all levels of formal and informal education; stresses that
Amendment 23 #
Draft opinion Paragraph 3 3.
Amendment 24 #
Draft opinion Paragraph 3 3. Emphasises that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has still to be done to empower teachers on how to promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training to teachers at all levels of formal and informal education to build awareness on the impact of gender roles and stereotypes on their students’ self-confidence and their subject choices during their studies; stresses that girls need to have positive female role models in schools and universities;
Amendment 25 #
Draft opinion Paragraph 3 3. Emphasises that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has still to be done to empower teachers on how to promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training to teachers at all levels of formal and informal education; stresses that girls need to have positive female and male role models in schools and universities which can identify and make the best use of their potential without fear of any discrimination or ambiguity on grounds of gender;
Amendment 26 #
Draft opinion Paragraph 3 a (new) 3a. Emphasises the importance of health and sexuality education which must include teaching boys and girls about relationships based on equality, consent, respect and reciprocity, as well as teaching about women’s and girls’ rights, including reproductive and sexual health and rights, as a tool to prevent stereotypes and violence against women and girls;
Amendment 27 #
Draft opinion Paragraph 3 a (new) 3a. Recalls that parents have the right to ensure that their children are raised and educated in accordance with their own religious, philosophical and educational convictions, in accordance with Article 14(3) of the Charter of Fundamental Rights;
Amendment 28 #
Draft opinion Paragraph 3 b (new) 3b. Calls for Article 10(1) of the Charter of Fundamental Rights to be respected, pursuant to which private schools and schools run by churches or other religious organisations are not required to include content based on concepts of socio- cultural gender and combating stereotypes in their curricula;
Amendment 29 #
Draft opinion Paragraph 3 a (new) 3a. Stresses the importance of including in development cooperation projects measures concerned with the education of girl children, girls and women;
Amendment 3 #
Draft opinion Paragraph 1 1. Recalls that gender stereotyping and sexism remain the greatest obstacles to achievement of gender equality, and highlights the importance of combating gender stereotypes in terms of field of studies, academic curricula and performance in and through formal and informal education at all educational levels; also recalls that gendered perception of field of studies and career choices is a main factor of decision on training options; highlights the importance of further enhancing girls’ participation in science, engineering, technology
Amendment 30 #
Draft opinion Paragraph 4 4. Recalls the need to ensure access to vocational education and training and adult
Amendment 31 #
Draft opinion Paragraph 4 4. Recalls the need to ensure access to vocational education and training and adult education, both formal and non-formal, for women who have been obliged to stop their education or quit their jobs in order to take care of family members, regardless of their level of competence (referring to both high- and low-skilled women); insists that such training should be attractive and flexible; stresses that education develops the personality, just as instruction prepares students for professional life; stresses the vital importance of maternity in women’s lives; recalls the need to give women the option of a family career just as much as a professional career.
Amendment 32 #
Draft opinion Paragraph 4 4. Recalls the need to ensure access to vocational education and training and adult education, both formal and non-formal, for women who have been obliged to stop their education or quit their jobs in order to take care of family members, regardless of their level of competence (referring to both high- and low-skilled women); insists that such training should be attractive and flexible; and encourages any measure that concretely helps women to conciliate family and work or training.
Amendment 33 #
Draft opinion Paragraph 4 a (new) 4a. Calls on the Member States and the Commission to remove barriers to access to formal and informal education, as well as to lifelong learning, by improving awareness and guidance, providing financial support as well as support such as childcare and care for the elderly to enable women and men to participate in lifelong learning, adopting an intergenerational approach and fostering the role played by European Institutions;
Amendment 34 #
Draft opinion Paragraph 4 b (new) 4b. Calls on the European Institute for Gender Equality (EIGE) and Member States to collect comparable gender disaggregated data (both quantitative and qualitative) in the field of education in all Member States;
Amendment 35 #
Draft opinion Paragraph 4 c (new) 4c. Considers that the EU structural funds and particularly the European Social Fund must support educational projects with a gender-specific nature as well as gender-sensitive educational structures;
Amendment 36 #
Draft opinion Paragraph 4 d (new) 4d. Recalls that educational strategies aiming at ensuring gender equality must actively include boys and men.
Amendment 37 #
Draft opinion Paragraph 4 a (new) 4a. Emphasises that education is an important tool to assist women to fully participate in social and economic development; calls on the Commission to ensure that education at all levels is accessible to girls and women, that obstacles to accessing education are addressed through the financing of targeted measures; stresses that lifelong learning measures are key in providing women with skills that enable them to return to employment, to better their job, their income and job conditions;
Amendment 38 #
Draft opinion Paragraph 4 b (new) 4b. Recalls that education is a tool to empower women towards attaining economic independence thereby often providing them with a platform to be survivors rather than victims of domestic violence;
Amendment 39 #
Draft opinion Paragraph 4 c (new) 4c. Stresses that measures are to be taken to ensure that girls with disabilities are given equal opportunity to access education at all levels, thereby providing them with better opportunities when seeking employment and empowering them to overcome multiple forms of discrimination; emphasises that education is an important tool towards giving girls from disadvantaged groups the possibility of living a life free from marginalisation and as active members of society.
Amendment 4 #
Draft opinion Paragraph 1 a (new) 1a. Calls on Member States to develop or reinforce national regulations with a view to counter the negative influence on stereotyped gender roles, coming from values transported through media and advertising, and which too often undermine the school work on these topics;
Amendment 40 #
Draft opinion Paragraph 4 a (new) 4a. Calls on Member States to integrate childcare and early childhood education in their educational systems to enable children to receive gender equality based education from an early age onwards and to enable parents to balance work and family life.
Amendment 41 #
Draft opinion Paragraph 4 a (new) 4a. Recalls the role of educational teams in assisting and advising families in relation to children’s school careers with the aim of setting them on a path which accords with their skills, talents and tastes; stresses that the stage at which advice on school careers is given is a decisive one and a time when gender stereotypes may find expression, which can lastingly affect girls’ ability to pursue a professional career which will ensure their personal development and emancipation.
Amendment 42 #
Draft opinion Paragraph 4 a (new) 4a. Feels that society should accept the differences between men and women in their choice of professional training and careers;
Amendment 5 #
Draft opinion Paragraph 1 a (new) 1a. Stresses that women and girls are free to decide on their choice of educational path, professional life and career, including when the decision they take is to devote themselves to family and motherhood;
Amendment 6 #
Draft opinion Paragraph 2 2. Stresses the importance of informal education
Amendment 7 #
Draft opinion Paragraph 2 2. Stresses the importance of formal and informal education when it comes to tackling the issue of beliefs
Amendment 8 #
Draft opinion Paragraph 2 2. Stresses the importance of informal education and intercultural dialogue when it comes to tackling the issue of beliefs and traditional practices imposing limitations on girls in education, and calls on the Member States to ensure equal access to education for boys and girls regardless of their ethnic, national, cultural or religious framework, in order to achieve real gender equality in access to quality education;
Amendment 9 #
Draft opinion Paragraph 2 2. Stresses the importance of informal education when it comes to tackling the issue of beliefs and traditional practices imposing limitations on girls in education, and calls on the Member States to ensure equal access to education for boys and girls, particularly those with disabilities, regardless of their ethnic, national, social, cultural or religious framework, in order to achieve real gender equality in education;
source: 549.186
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