Procedure completed
2014/2250(INI) Empowering girls through education in the EU
Lead committee dossier: FEMM/8/02320
Legal Basis RoP 052
| 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
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2015/09/09
Decision by Parliament, 1st reading/single reading
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T8-0312/2015
summary
The European Parliament adopted by 408 votes to 236 with 40 abstentions, a resolution on empowering girls through education in the EU. Parliament made a series of general recommendations aiming to improve measures to apply gender equality at all levels of the education system. Parliament began by calling on Member States to implement and improve measures to apply gender equality at all levels of the education system, and to fully integrate improving awareness of gender issues into teacher training, and into training for all categories of school professionals. It called on educational policymakers in the Commission and the Member States to ensure that the commitment to gender equality went beyond declarations of principles and political intentions, and was manifested in substantial increases in the efforts and resources invested in it, recalling the primary importance of education in effecting cultural change. It called on Member States to increase essential investment in education in order that everyone might benefit from free public education of high quality. In particular, it called on them to ensure that their education authorities guarantee an equal right to education for women and men by actively incorporating the principle of equal treatment into educational goals and actions, thus preventing the emergence of inequalities between women and men as a result of sexist conduct and associated social stereotyping. The Commission was urged to ensure that this recommendation be put to the national institutions responsible for implementing central, regional and local education policies, school management bodies and regional and local authorities. Fighting stereotypes: specific measures were called for in this regard such as: (i) increasing the presence of women both in vocational education and in STEM (Science, Technology, Engineering and Mathematics)-related sectors; (ii) encouraging teachers to guide girls towards these subjects. Parliament also urged the Commission to initiate as soon as possible the procedure for EU accession to the Istanbul Convention. It underlined the close links between gender stereotypes and bullying, cyber bullying and violence against women, and the need to fight these from an early age. In this context, Members stressed that the Istanbul Convention called for signatories to include teaching materials on issues such as non-stereotyped gender roles and mutual respect, adapted to the evolving capacity of learners, in formal curricula and at all levels of education. Improve the quality of education: Parliament called on Member States to ensure equal access to education for girls and boys, regardless of their age, gender, socio-economic status, cultural background or religion, and emphasised the need for European, national, and local institutions to promote specific programmes to integrate marginalised communities. It called on Member States to provide the active support necessary to ensure that migrant women and their families could be taught the language of their host country in locally based, free public education services. As regards Roma women, Member States were called upon to develop specific programmes to ensure that Roma girls and young women remained in primary, secondary and higher education, and also to put in place special measures for teenage mothers and early school leaver girls. Curriculum and training: Parliament insisted on paying proper attention to gender equality in all its forms, in curricula. It considered that gender equality in education should explicitly address the principle of equality and must include a range of issues, such as literacy, bullying, violence, hate speech, human rights and civic education. It stressed that schools should help to develop an intercultural approach to education, in order to promote openness, mutual respect and intercultural and interreligious dialogue. Measures were called for to promote gender equality in their comprehensive sex and relationship education programmes, including teaching girls and boys about relationships based on consent, respect and reciprocity. Sensitive, age-appropriate, and scientifically accurate sex and relationship education was an essential tool in the empowerment of girls and boys. The implementation of sex and relationship education in curricular programmes aimed at empowering girls through awareness and control over their own bodies was called for. Parliament encouraged Member States to consider making age-appropriate comprehensive sex and relationship education compulsory in their school curricula for all primary and secondary school children. Members urged the Commission to support the inclusion of objective information on LGBTI issues in school curricula. Further measures are called for in order to: promote women in the fields of culture and the production and dissemination of artistic and intellectual works; improve education in rural areas, marginalised communities, and those with special needs; improve training and entrepreneurship. Member States should ensure the elimination of stereotypes and sexist distortions that textbooks and teaching materials may include in their content, language or illustrations. Parliament also stressed the need to integrate the study and application of the principle of equality between women and men into both initial and ongoing training of teachers, in order to remove any obstacles to realising students’ full potential, irrespective of gender. Fight against violence: convinced of the transformative potential of education in championing gender equality, Parliament recognised that formal and informal education programmes must address and fight against gender-based violence, gender discrimination, harassment, homophobia and transphobia in all their forms, including forms of cyberbullying or online harassment. As regards childcare, Parliament called on the Member States to engage in initiatives that reduce direct and indirect educational costs and to increase the capacity of all nurseries and creches, pre-school, school and after-school networks, in due respect of the principles of inclusion for children living in poverty or at risk of poverty. It stressed that any strategy for promoting gender equality and for the empowerment of girls and women must actively involve and engage boys and men. Recognition of diplomas: Members called on the EU institutions and Member States to make progress on the mutual recognition of diplomas, certificates and other evidence of vocational qualifications issued in the various Member States, and on coordinating and harmonising national rules on access to various professions, so that emigrant women from within or outside the Union could get jobs appropriate to their training and qualifications. Investment, monitoring and evaluation: Parliament noted the need for monitoring and evaluation by independent bodies of the progress made as a result of the adoption of gender equality policies in educational institutions. They called on the European Institute for Gender Equality (EIGE) to continue its work on putting together comparable gender-disaggregated data and scoreboards in all policy areas, including in the field of education, and reiterates the importance of conducting impact studies for educational policies to address gender inequalities. Parliament felt that it was of fundamental importance to assess the impact of future education legislation on gender equality and, where necessary, to revise existing laws in accordance with this principle. To conclude, Members suggested the creation of Annual European Award for Gender Equality for educational institutions that had excelled in attaining this objective, and encourages Member States to do the same at national level. It should be noted that an alternative motion for a resolution tabled by the ENF group was rejected by Parliament.
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T8-0312/2015
summary
- 2015/09/08 Debate in Parliament
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2015/06/23
Committee report tabled for plenary, single reading
-
A8-0206/2015
summary
The Committee on Women’s Rights and Gender Equality adopted an own-initiative report by Liliana RODRIGUES (S&D, PT) on empowering girls through education in the EU. Members made a series of general recommendations aiming to improve measures to apply gender equality at all levels of the education system. Overall, Members called on educational policymakers in the Commission and the Member States to ensure that the commitment to gender equality goes beyond declarations of principles and political intentions, and is manifested in substantial increases in the efforts and resources invested in it, recalling the primary importance of education in effecting cultural change. They called on Member States to increase essential investment in education in order that everyone may benefit from free public education of high quality. In particular, they called on them to ensure that their education authorities guarantee an equal right to education for women and men by actively incorporating the principle of equal treatment into educational goals and actions, thus preventing the emergence of inequalities between women and men as a result of sexist conduct and associated social stereotyping. The Commission is urged to ensure that this recommendation be put to the national institutions responsible for implementing central, regional and local education policies, school management bodies and regional and local authorities. Fighting stereotypes: specific measures are called for in this regard such as: (i) increasing the presence of women both in vocational education and in STEM (Science, Technology, Engineering and Mathematics)-related sectors; (ii) encouraging teachers to guide girls towards these subjects. Members urged the Commission to initiate as soon as possible the procedure for EU accession to the Istanbul Convention. They underlined the close links between gender stereotypes and bullying, cyberbullying and violence against women, and the need to fight these from an early age. In this context, Members stressed that the Istanbul Convention calls for signatories to include teaching materials on issues such as non-stereotyped gender roles and mutual respect, adapted to the evolving capacity of learners, in formal curricula and at all levels of education. Improve the quality of education: Members called on the Member States to ensure equal access to education for girls and boys, regardless of their age, gender, socio-economic status, cultural background or religion, and emphasises the need for European, national, and local institutions to promote specific programmes to integrate marginalised communities. They also called for support to ensure that migrant women and their families can be taught the language of their host country in locally based, free public education services. As regards Roma women, the Member States are called upon to develop specific programmes to ensure that Roma girls and young women remain in primary, secondary and higher education, and also to put in place special measures for teenage mothers and early school leaver girls. Curriculum and training: Members insisted on paying proper attention to gender equality in all its forms, in curricula. They considered that gender equality in education should explicitly address the principle of equality and must include a range of issues, such as literacy, bullying, violence, hate speech, human rights and civic education. The report stressed that schools should help to develop an intercultural approach to education, in contrast to one geared to assimilation or multiculturalism, in order to promote openness, mutual respect and intercultural and interreligious dialogue. Measures are called for to promote gender equality in their comprehensive sex and relationship education programmes, including teaching girls and boys about relationships based on consent, respect and reciprocity. Sensitive, age-appropriate, and scientifically accurate sex and relationship education is an essential tool in the empowerment of girls and boys. The implementation of sex and relationship education in curricular programmes aimed at empowering girls through awareness and control over their own bodies is called for. Members urged the Commission to support the inclusion of objective information on LGBTI issues in school curricula. Further measures are called for in order to: promote women in the fields of culture and the production and dissemination of artistic and intellectual works; improve education in rural areas, marginalised communities, and those with special needs; improve training and entrepreneurship. Member States should ensure the elimination of stereotypes and sexist distortions that textbooks and teaching materials may include. Teachers should be aware of the impact of gender roles and stereotypes on their students’ self-confidence and their subject choices during their studies. Fight against violence: convinced of the transformative potential of education in championing gender equality, Members recognised that formal and informal education programmes must address and fight against gender-based violence, gender discrimination, harassment, homophobia and transphobia in all their forms, including forms of cyberbullying or online harassment. As regards childcare, Members called on the Member States to engage in initiatives that reduce direct and indirect educational costs and to increase the capacity of all nurseries and creches, pre-school, school and after-school networks, in due respect of the principles of inclusion for children living in poverty or at risk of poverty. They stressed that any strategy for promoting gender equality and for the empowerment of girls and women must actively involve and engage boys and men. Investment, monitoring and evaluation: Members noted the need for monitoring and evaluation by independent bodies of the progress made as a result of the adoption of gender equality policies in educational institutions. They called on the European Institute for Gender Equality (EIGE) to continue its work on putting together comparable gender-disaggregated data and scoreboards in all policy areas, including in the field of education, and reiterates the importance of conducting impact studies for educational policies to address gender inequalities. Lastly, according to Members, it is of fundamental importance to assess the impact of future education legislation on gender equality and, where necessary, to revise existing laws in accordance with this principle. To conclude, Members suggested the creation of an Annual European Award for Gender Equality for educational institutions which have excelled in attaining this objective, and encourages Member States to do the same at national level.
-
A8-0206/2015
summary
-
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
- Debate in Parliament: Debate in Parliament
- Decision by Parliament, 1st reading/single reading: T8-0312/2015
| Amendments | Dossier |
| 248 |
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
2015/05/21
FEMM
206 amendments...
Amendment 1 #
Motion for a resolution Citation 1 a (new) – having regard to Articles 14, 18, 28, and 29 of the UN Convention on the Rights of the Child,
Amendment 10 #
Motion for a resolution Recital A b (new) Ab. whereas budget cuts in the education sector, stemming to a large extent from the austerity policies advocated by the EU, are jeopardising free high-quality public education and thus serving to exacerbate inequalities;
Amendment 100 #
Motion for a resolution Paragraph 6 6. Calls for all EU countries to invest consistently in
Amendment 101 #
Motion for a resolution Paragraph 6 6. Calls for all EU countries to invest consistently in the production of information and motivational campaigns
Amendment 102 #
Motion for a resolution Paragraph 6 6. Calls for all EU countries to invest consistently in
Amendment 103 #
Motion for a resolution Paragraph 6 6. Calls for all EU countries to invest consistently in the production of information and motivational campaigns for girls and boys to choose non- stereotyped professions,
Amendment 104 #
Motion for a resolution Paragraph 6 6. Calls for all EU countries to invest consistently in the production of information and motivational campaigns for girls and boys to choose non- stereotyped professions
Amendment 105 #
Motion for a resolution Paragraph 6 6. Urges that all EU countries, and the EU itself as an institution, sign the Istanbul Convention and work together for gender equality in countries outside the EU, on a trans-European basis; Calls for all EU countries to invest consistently in the production of information and motivational campaigns for girls and boys to choose non-stereotyped professions, with a view to combining harmoniously pursuit of a career and starting a family, as well as reflecting on the influence of gender identities and perceptions on girls' life plans, promoting discussion of educational and career choices in the classroom;
Amendment 106 #
Motion for a resolution Paragraph 6 a (new) 6a. Calls on the Member States to draw on ESI funds to support programmes which work actively with the parents of children from excluded communities and to encourage meaningful and stimulating activities outside school hours and during the school holidays;
Amendment 107 #
Motion for a resolution Paragraph 7 7. Calls for the promotion of a holistic approach to formal and informal education in schools, a sensitive approach to the inclusion of human rights, human dignity,
Amendment 108 #
Motion for a resolution Paragraph 7 7. Calls for the promotion of a holistic approach to formal and informal education in schools, a sensitive approach to the inclusion of human rights, human dignity, gender equality, the starting of families, and the development of self-esteem, encouraging informed decision-making for girls and women, both at a personal, family and professional level;
Amendment 109 #
Motion for a resolution Paragraph 7 7. Calls for the promotion of a holistic approach to formal and informal education in schools, a sensitive approach to the inclusion of human rights, human dignity, gender equality and the development of self-esteem, encouraging autonomy and informed decision-making for girls and women, both at a personal and at a professional level;
Amendment 11 #
Motion for a resolution Recital A b (new) Ab. whereas a good quality, public education should be available to all children, without any discrimination;
Amendment 110 #
Motion for a resolution Paragraph 7 7. Calls for the promotion of a holistic approach to formal and informal education in schools, a sensitive approach to the inclusion of human rights, human dignity, gender equality and the development of self-esteem
Amendment 111 #
Motion for a resolution Paragraph 7 7. Calls for the promotion of a holistic approach to formal and informal education in schools, a sensitive approach to the inclusion of human rights, human dignity, gender equality and the development of self-esteem, encouraging informed decision-making for girls and women, both at a personal and professional level; Recognises that education for gender equality must complement civic education for democratic values, and be embedded in a rights-based gender sensitive learning environment, where boys and girls learn about their rights and experience democratic process by, for example, participating in the democratic governance of their schools;
Amendment 112 #
Motion for a resolution Paragraph 7 a (new) 7a. Calls for a good quality, public, and non-discriminatory education system, underlining the importance of education being free at the primary, secondary and higher levels, and free from profit making ventures;
Amendment 113 #
Motion for a resolution Paragraph 7 a (new) 7a. Stresses that girls who are not allowed to attend school are more exposed to domestic violence;
Amendment 114 #
Motion for a resolution Paragraph 7 b (new) 7b. Calls on the Member States to introduce gender-sensitive educational programmes as well as actions on girl´s and women's rights, gender equality, gender identities and gender relations at all levels of educational systems; calls also for the necessity of peace, anti- discrimination and anti-racism education for both girls and boys in schools at an early stage;
Amendment 115 #
Motion for a resolution Paragraph 8 Amendment 116 #
Motion for a resolution Paragraph 8 8. Emphasises the need for European, national, and local institutions to promote programmes to integrate m
Amendment 117 #
Motion for a resolution Paragraph 8 8. Emphasises the need for national and local institutions to promote specific programmes
Amendment 118 #
Motion for a resolution Paragraph 8 8. Emphasises the need for national and local institutions to promote programmes to integrate legal migrant communities in schools and all minorities that are legally making a living within the respective countries and that make up the European social space, as well as financial assistance programmes for needy families in order to prevent students dropping out, particularly girls;
Amendment 119 #
Motion for a resolution Paragraph 8 8. Emphasises the need for national and local institutions to promote programmes
Amendment 12 #
Motion for a resolution 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 120 #
Motion for a resolution Paragraph 8 a (new) 8a. Calls on the Member States to provide the active support necessary to ensure that migrant women and their families can be taught the language of their host country in locally based free public education services;
Amendment 121 #
Motion for a resolution Paragraph 8 a (new) 8a. Calls on Member States and the Commission to take an inter-generational approach to education, and remove barriers to access to formal and informal education, including life-long learning, by improving childcare and care for the elderly, as well as maternity and paternity leave, to enable men and women to participate in lifelong learning and vocational training; Recognises that improving women's access to lifelong learning and vocational training will also lead to further empowerment of girls at all levels of education by increasing the number of role-models in girls' environments;
Amendment 122 #
Motion for a resolution Paragraph 8 a (new) 8a. Calls on the Member States to develop specific programmes to ensure that Roma girls and young women stay in primary, secondary and higher education, and also to put in place special measures for teenage mothers and early school leaver girls, to support uninterrupted education in particular, subsidising their entry onto the labour market, and providing work- based training; further calls on Member States and the Commission to take these measures into account when coordinating and evaluating the National Roma Integration Strategies;
Amendment 123 #
Motion for a resolution Paragraph 8 a (new) 8a. Calls on European, national and local institutions to raise awareness on the part of women and girls of their rights and their potential by providing them with comprehensive training and information about courses of study and job opportunities on the basis of their aptitudes;
Amendment 124 #
Motion for a resolution Paragraph 8 b (new) 8b. Notes with concern that, in some Member States, education and professional training for disabled people are separate and inadequate; stresses the importance of integrating women with a disability into standard education and professional systems wherever the disability is not such as to prevent integration; also underscores the importance of developing specific education programmes which are gender- mainstreamed and tailored to the degree of disability of the individuals concerned;
Amendment 125 #
Motion for a resolution Paragraph 8 b (new) Amendment 126 #
Motion for a resolution Paragraph 8 c (new) 8c. Notes that current education and training systems do not in general manage to prevent a high dropout rate among people with disabilities, and therefore calls on Member States to pay special attention to boys and girls with disabilities or special needs in an educational context, in order to improve their integration and help reduce the school dropout rate to less than 10%;
Amendment 127 #
Motion for a resolution Paragraph 9 9. Insists on giving special attention to the
Amendment 128 #
Motion for a resolution Paragraph 9 9. Insists on giving special attention to the gender dimension in all its forms, in curricula, development aims and learning outcomes, 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 129 #
Motion for a resolution Paragraph 9 9. Insists on giving special attention to the gender dimension in all its forms, in curricula, which should explicitly spell out the principle of equality, 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 13 #
Motion for a resolution 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 130 #
Motion for a resolution Paragraph 9 9. Insists on giving
Amendment 131 #
Motion for a resolution Paragraph 9 9. Insists on giving special attention to
Amendment 132 #
Motion for a resolution Paragraph 9 a (new) 9a. Recommends the introduction of feminist self-defence and assertiveness training programmes into the school curricula in order to prevent sexual assault and other acts of interpersonal violence aimed at girls;
Amendment 133 #
Motion for a resolution Paragraph 10 10. Calls
Amendment 134 #
Motion for a resolution Paragraph 10 10. Calls for the promotion of
Amendment 135 #
Motion for a resolution Paragraph 10 10. Calls for the promotion of a gender perspective in
Amendment 136 #
Motion for a resolution Paragraph 10 10.
Amendment 137 #
Motion for a resolution Paragraph 10 10. Calls for the promotion of a gender perspective in education on sexuality and the emotions, in sport and leisure activities, where stereotypes and expectations based on gender can affect the self-image, health, acquisition of skills, intellectual development, social integration and identity construction of girls; calls for schools, in the context of education on ethics and the family, to prepare girls and boys for their respective roles in the family, whilst promoting equality, a fair division of responsibilities and a good balance between working life and family life;
Amendment 138 #
Motion for a resolution Paragraph 10 10. Calls for the promotion of a gender perspective in education on sexuality and the emotions, in sport and leisure activities, where stereotypes and expectations based on gender can affect the self-image, health, acquisition of skills, intellectual development, social integration and identity construction of girls; stresses the importance of foregrounding consent as the basis of a healthy relationship;
Amendment 139 #
Motion for a resolution Paragraph 10 10. Calls for the promotion of a gender perspective in
Amendment 14 #
Motion for a resolution Recital B Amendment 140 #
Motion for a resolution Paragraph 10 a (new) 10a. Recognises that sensitive, age- appropriate, and scientifically accurate sex and relationship education is an essential tool in the empowerment of girls and boys, helping them to make well- informed choices and contributing to wider public health priorities such as the reduction in unplanned pregnancies, reduced maternal and infant mortality, prevention and earlier treatment of sexually transmitted infections and reduced gap in health inequality;
Amendment 141 #
Motion for a resolution Paragraph 10 a (new) 10a. Calls on the EU and the Member States to introduce into the school curriculum a compulsory subject entitled 'quality comprehensive sexuality education';
Amendment 142 #
Motion for a resolution Paragraph 10 a (new) 10a. Calls on the Commission to combat discrimination on the grounds of sexual orientation, gender identity, gender expression and sex characteristics in educational settings; urges the Commission to support the inclusion of objective information on LGBTI issues in school curricula; urges the Commission to facilitate peer learning amongst EU Member States in tackling homophobic and transphobic bullying and harassment;
Amendment 143 #
Motion for a resolution Paragraph 10 b (new) 10b. Calls on the Member States to make age appropriate quality comprehensive sexuality education classes compulsory for all primary and secondary school children and to ensure that space is made available for this subject in school curricula; stresses the importance of regularly reviewing and updating the teaching of sex education and of placing special emphasis on respect for girls, women and on gender equality;
Amendment 144 #
Motion for a resolution Paragraph 10 c (new) 10c. Calls on the teachers and educational bodies in the Member States to strive for achieving a right balance between the concerns about the sexualisation of girls and its negative consequences on one hand, and ensuring a positive view on sexuality and sexual and reproductive health and rights for girls, on the other hand, when defining the contents and objectives of their quality comprehensive sexuality education programmes;
Amendment 145 #
Motion for a resolution Paragraph 10 d (new) 10d. Stresses that sexuality education must include the fight against stereotypes, prejudices, all forms of gender violence and violence against women and girls, shed light on and denounce any discrimination on the grounds of gender and, sexual orientation, and structural barriers to substantive equality, in particular equality between women and men, as well as emphasise mutual respect and shared responsibility;
Amendment 146 #
Motion for a resolution Paragraph 10 e (new) 10e. Underlines that sexual education must include non-discriminatory information and convey a positive view of LGBTI persons, in order to underpin and protect in an effective manner the rights of young LGBTI people;
Amendment 147 #
Motion for a resolution Paragraph 11 11. Encourages girls and boys
Amendment 148 #
Motion for a resolution Paragraph 11 11. Encourages girls and boys to try new roles, activities and educational areas
Amendment 149 #
Motion for a resolution Paragraph 11 11. Encourages girls and boys to try new roles, activities and educational areas, encouraging equal participation and representation of girls and boys in collective decision-making and school management as well as in all extracurricular activities;
Amendment 15 #
Motion for a resolution Recital B B. whereas
Amendment 150 #
Motion for a resolution Paragraph 11 11. Encourages girls and boys to try new roles, activities and educational areas, encouraging equal participation of girls and boys in collective decision-making and school management as well as in all extracurricular activities, and calls on those involved to ensure that funding for these effective activities is protected;
Amendment 151 #
Motion for a resolution Paragraph 12 12. Calls for the development of equal access and use of Information and Communication Technologies for girls and
Amendment 152 #
Motion for a resolution Paragraph 12 12. Calls for the development of equal access and use of Information and Communication Technologies for girls and boys from pre-school education upwards, paying special attention to children and young people from rural areas, to improve digital literacy, and disseminate effective educational methodologies to increase and improve the presence of women in the areas of Mathematics, Science, Engineering and Technology;
Amendment 153 #
Motion for a resolution Paragraph 12 12. Calls for the development of equal access and use of Information and
Amendment 154 #
Motion for a resolution Paragraph 12 12. Calls for the development of equal access
Amendment 155 #
Motion for a resolution Paragraph 13 Amendment 156 #
Motion for a resolution Paragraph 13 Amendment 157 #
Motion for a resolution 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 Amendment 159 #
Motion for a resolution Paragraph 14 14. Calls on the authors and publishers of educational materials to be aware of the need to make
Amendment 16 #
Motion for a resolution Recital B B. whereas the concept of gender is a social construct linked to
Amendment 160 #
Motion for a resolution Paragraph 14 14. Calls on the authors and publishers of educational materials to be aware of the need to make gender equality a criterion for the production of these materials, recommending the use of teams of teachers and students in the creation of training materials on gender equality, and to seek advice from experts in the field of gender equality and gender-aware tutoring;
Amendment 161 #
Motion for a resolution Paragraph 14 (new) 14a. Calls for the implementation of sexual and relationship education in curricular programmes aimed at empowering girls through awareness and control over their own bodies, while calling for all other curricular subjects to maintain coherence with these principles;
Amendment 162 #
Motion for a resolution Paragraph 15 Amendment 163 #
Motion for a resolution 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
Amendment 164 #
Motion for a resolution 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
Amendment 165 #
Motion for a resolution 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,
Amendment 166 #
Motion for a resolution 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 this sexism in literature, film, music, games and other areas that contribute decisively to changing the attitudes, behaviour and identity of boys and girls
Amendment 167 #
Motion for a resolution Paragraph 15 15.
Amendment 168 #
Motion for a resolution Paragraph 15 a (new) 15a. Recognises that formal and informal education programmes must address and fight against gender-based violence, gender discrimination, harassment, homophobia and transphobia, in all their forms, including forms of cyber-bullying or online harassment;
Amendment 169 #
Motion for a resolution Paragraph 16 Amendment 17 #
Motion for a resolution 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 lead to economic, cultural and educational injustices, and that social representations of gender are replicated
Amendment 170 #
Motion for a resolution Paragraph 16 16.
Amendment 171 #
Motion for a resolution Paragraph 16 16. Calls for the need to include, both in the initial and ongoing training of teachers, strategies to reflect on their own identity, beliefs, values, prejudices, expectations, attitudes and gender representations, within the family, society and the workplace, as well as on their teaching practices, in order to remove any obstacles to realising girls' full potential;
Amendment 172 #
Motion for a resolution Paragraph 16 16. Calls for the need to include, both in the initial and ongoing training of teachers, strategies to reflect on their own identity, beliefs, values, prejudices, expectations, attitudes and gender representations, as well as on their teaching practices, in order to remove any obstacles to realising
Amendment 173 #
Motion for a resolution Paragraph 16 a (new) 16a. Acknowledges the gender discrepancies in rates of diagnosis and identification of learning difficulties and special educational needs (SEN); stresses the need for a gender-sensitive and intersectional approach to identifying SEN and meeting the specific needs of all learners; supports the development of gender-sensitive screening tools;
Amendment 174 #
Motion for a resolution Paragraph 17 Amendment 175 #
Motion for a resolution Paragraph 17 a (new) 17a. Notes the need for measures to encourage the specific promotion of women in the fields of culture and the production and dissemination of artistic and intellectual works, combating the structural and widespread discrimination experienced by women in this sphere, fostering a balanced representation of women and men in public artistic and cultural activities, and providing for financial support and positive actions to correct situations of inequality in these areas;
Amendment 176 #
Motion for a resolution Paragraph 18 18. Calls for every effort to be made to ensure that employment in the area of early childhood education, primary education and care is promoted as val
Amendment 177 #
Motion for a resolution Paragraph 18 18. Calls for every effort to be made to ensure that employment in the area of early childhood education, primary education and care is promoted as valid work for both women and men
Amendment 178 #
Motion for a resolution Paragraph 18 18. Calls for every effort to be made to ensure that employment in the area of early childhood education, primary education and care is promoted as valid work for both women and men
Amendment 179 #
Motion for a resolution Paragraph 18 a (new) 18a. Strongly believes that the transformative potential of education to champion gender equality and challenge violence against women and girls depends upon school environments which are safe and free from violence; stresses that anti- bullying strategies should take full account of gender dimensions;
Amendment 18 #
Motion for a resolution Recital B B. whereas the concept of gender is a
Amendment 180 #
Motion for a resolution Paragraph 18 a (new) 18a. Emphasises that any strategy for promoting gender equality and for the empowerment of girls and women must actively involve and engage boys and men;
Amendment 181 #
Motion for a resolution Paragraph 18 a (new) 18a. Stresses the importance of putting in place educational measures with a view to recognising, and teaching people about, the role of women in history, science, politics, literature, the arts, education, etcetera;
Amendment 182 #
Motion for a resolution Paragraph 18 b (new) 18b. Recognises that teachers' trade unions can play an important role in ensuring that curricula and classroom environments promote gender equality;
Amendment 183 #
Motion for a resolution Paragraph 18 b (new) 18b. Highlights the importance of public authorities’ promoting courses about and research into the significance and scope of gender equality, as part of third-level education, notably by including gender- equality-related subjects in the syllabuses, introducing specific postgraduate courses and furthering specialised studies and research in the field;
Amendment 184 #
Motion for a resolution Paragraph 18 c (new) 18c. Underscores the importance of adequate provision at affordable prices – including free provision for poor families – of high-quality support and care services for children and elderly and other dependent persons, so that women can reconcile family life with continuing education and training;
Amendment 185 #
Motion for a resolution Paragraph 18 d (new) 18d. Calls on the EU institutions and on Member States to make progress on the mutual recognition of diplomas, certificates and other evidence of vocational qualifications issued in the various Member States, and on coordinating and harmonising national rules on access to various professions, so that emigrant women from within or outside the Union can get jobs appropriate to their training and qualifications;
Amendment 186 #
Motion for a resolution Paragraph 19 Amendment 187 #
Motion for a resolution Paragraph 19 19. Notes the need for monitoring and
Amendment 188 #
Motion for a resolution Paragraph 19 19. Notes the need for monitoring and evaluation by independent bodies of progress made as a result of the adoption of gender equality policies in educational institutions, as well as the need for ongoing communication of information to
Amendment 189 #
Motion for a resolution Paragraph 19 a (new) 19a. Highlights the important function of cooperation among different educational administrative bodies and of exchanges of good practice in terms of developing projects and programmes for promoting awareness of the principles of coeducation and meaningful equality between women and men, and disseminating them, among members of the education community;
Amendment 19 #
Motion for a resolution Recital B a (new) Ba. whereas education can transform a society and contribute to social, economic, political and gender equality;
Amendment 190 #
Motion for a resolution 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
Amendment 191 #
Motion for a resolution Paragraph 20 20. Reiterates the importance of
Amendment 192 #
Motion for a resolution Paragraph 20 20. Reiterates the importance of conducting impact studies for educational policies
Amendment 193 #
Motion for a resolution Paragraph 20 20.
Amendment 194 #
Motion for a resolution Paragraph 21 Amendment 195 #
Motion for a resolution Paragraph 21 21. Recognises that it
Amendment 196 #
Motion for a resolution Paragraph 21 21. Recognises it as fundamental to assess the impact of future education legislation on
Amendment 197 #
Motion for a resolution Paragraph 22 22. Stresses that the monitoring procedures for implementing
Amendment 198 #
Motion for a resolution Paragraph 22 22. Stresses that the monitoring procedures for implementing gender equality programmes and respective assessment be carried out by educational research centres in close cooperation with experts in gender issues, the bodies set up by the EU and local authorities; Calls for quantitative and qualitative gender-disaggregated data to be collected by Member States and the Commission;
Amendment 199 #
Motion for a resolution Paragraph 22 a (new) 22α. Points out that any policies designed to achieve gender equality must also seek to consolidate the notion of the family as the core component of society and, if they fail to do so, must be must be adjusted accordingly.
Amendment 2 #
Motion for a resolution Citation 1 a (new) - having regard to its resolution of 29 May 2008 on how marketing and advertising affect equality between women and men,
Amendment 20 #
Motion for a resolution Recital B a (new) Ba. whereas the decisions made by students at school can impact on choices throughout their life, and therefore contributes to wider gender-based segregation in the job market;
Amendment 200 #
Motion for a resolution Paragraph 23 Amendment 201 #
Motion for a resolution Paragraph 23 23. Suggests the creation of an Annual European Award for Gender Equality for educational institutions which have excelled in attaining this objective and encourages Member States to do the same at national level;
Amendment 202 #
Motion for a resolution Paragraph 23 23. Suggests the creation of an Annual European Award for
Amendment 203 #
Motion for a resolution 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
Amendment 204 #
Motion for a resolution 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
Amendment 205 #
Motion for a resolution Paragraph 24 24. Stresses the need to draw up plans of action and to allocate resources for the implementation of a
Amendment 206 #
Motion for a resolution Paragraph 24 a (new) 24a. Emphasises the need for institutions to invest in suitable programmes, including financing programmes, which facilitate the integration of women into working life, on the basis of meritocratic principles and equality with men;
Amendment 21 #
Motion for a resolution Recital B a (new) Ba. whereas the situation of girls can only be improved if pupils and students with a disability have equal access to high-quality education fully in keeping with the principles of inclusion;
Amendment 22 #
Motion for a resolution Recital B b (new) Bb. whereas a good quality, public education should be free and available to all children regardless of their residence status;
Amendment 23 #
Motion for a resolution Recital C C.
Amendment 24 #
Motion for a resolution Recital C C. considering the significant influence of family attitudes, of peers and teachers in the selection of students' study
Amendment 25 #
Motion for a resolution Recital C C.
Amendment 26 #
Motion for a resolution Recital C C. considering the significant influence of the social environment, family attitudes,
Amendment 27 #
Motion for a resolution 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 as agents of social change, by their attitudes and teaching practices, are essential to the promotion of gender equality, diversity and mutual understanding and respect;
Amendment 28 #
Motion for a resolution Recital C C. considering the significant influence of family attitudes, of peers, role models, and teachers in the selection of students' study areas and changing gender stereotypes, and given that teachers as agents of social change, by their attitudes and teaching practices, are essential to the promotion of gender equality;
Amendment 29 #
Motion for a resolution Recital D D. whereas
Amendment 3 #
Motion for a resolution Citation 20 a (new) - having regard to the LGBT survey "European Union lesbian, gay, bisexual and transgender survey" by the European Union Agency for Fundamental Rights (FRA), 2013
Amendment 30 #
Motion for a resolution Recital D D. whereas a gender perspective and gender equality should be incorporated into all levels and facets 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 31 #
Motion for a resolution Recital D D. whereas
Amendment 32 #
Motion for a resolution Recital D a (new) Da. Whereas there is a need for more women role models in male-dominated fields such as science, engineering, technology, mathematics, and entrepreneurship, and mentoring networks and peer-to-peer learning are effective in empowering girls in this field;
Amendment 33 #
Motion for a resolution Recital E E. whereas unskilled and poorly paid work is commonly attributed to women 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
Amendment 34 #
Motion for a resolution Recital E E. whereas unskilled and poorly paid work is commonly attributed to women 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
Amendment 35 #
Motion for a resolution Recital E E. whereas unskilled and poorly paid work is commonly attributed to women and they continue to be responsible for most of the care
Amendment 36 #
Motion for a resolution Recital E E. whereas unskilled and poorly paid work is commonly attributed to women and they continue to be responsible for most of the
Amendment 37 #
Motion for a resolution Recital E E. whereas
Amendment 38 #
Motion for a resolution Recital E a (new) Ea. whereas single-parent households are usually headed by women who, consistently lacking social support, are reliant on the assistance of a wider circle relatives extended family, which is not always conducive to the development of independence and self-reliance;
Amendment 39 #
Motion for a resolution Recital E b (new) Eb. whereas there is a need for greater attention to policies combining family life with work or education, involving men more closely in caring for children, resulting in a redistribution of tasks relating to the provision of such care within the family;
Amendment 4 #
Motion for a resolution Citation 20 a (new) - having regard to the Universal Declaration of Human Rights (Art. 26);
Amendment 40 #
Motion for a resolution Recital F F. whereas, even though women
Amendment 41 #
Motion for a resolution Recital F F. whereas, even though women have more secondary and university education, both the educational fields and their professional activit
Amendment 42 #
Motion for a resolution Recital F F. whereas, even though
Amendment 43 #
Motion for a resolution Recital F F. whereas, even though more women have
Amendment 44 #
Motion for a resolution 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) 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 46 #
Motion for a resolution Recital G G. whereas European and national authorities should encourage gender equality in educational institutions by all means possible
Amendment 47 #
Motion for a resolution 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
Amendment 48 #
Motion for a resolution Recital G G. whereas
Amendment 49 #
Motion for a resolution 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,
Amendment 5 #
Motion for a resolution Recital A A. whereas education is the foundation of responsible citizenship
Amendment 50 #
Motion for a resolution Recital H Amendment 51 #
Motion for a resolution Recital H H. whereas the formal curriculum
Amendment 52 #
Motion for a resolution Recital H H. whereas the formal curriculum reflects the cultural and social perspective of each Member State in the construction of girls'
Amendment 53 #
Motion for a resolution Recital I Amendment 54 #
Motion for a resolution Recital I I. whereas, in order to fight gender inequality,
Amendment 55 #
Motion for a resolution 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
Amendment 56 #
Motion for a resolution Recital I I. whereas, in order to fight gender inequality, constant pedagogical supervision of curricula,
Amendment 57 #
Motion for a resolution 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 58 #
Motion for a resolution Recital J a (new) Ja. whereas women and girls with a disability are exposed to multiple discrimination which both determines and hinders their access to education and training;
Amendment 59 #
Motion for a resolution Recital J a (new) Ja. whereas education is one of the keys to improving the life of girls, their families and the community as a whole; whereas, according to expert studies, each additional year that a girl invests in secondary education increases her income by over 15 %;
Amendment 6 #
Motion for a resolution Recital A a (new) Amendment 60 #
Motion for a resolution Recital J b (new) Jb. whereas better educated girls are able to obtain better jobs, are likely to enjoy better health and are able progressively pass on these benefits to their children as they grow up;
Amendment 61 #
Motion for a resolution Recital J a (new) Ja. Whereas school-related gender-based violence (SRGBV) includes acts of sexual, physical and/or psychological violence inflicted on children because of gendered stereotypes and social norms; whereas SRGBV is a major barrier to access, participation and attainment;
Amendment 62 #
Motion for a resolution Recital J b (new) Jb. Whereas significant disproportionalities exist in the identification of special educational needs (SEN); whereas boys are universally more likely to be identified as having special needs, especially 'non-normative' difficulties such as ASD and dyslexia where professional judgment plays a larger role in identification;
Amendment 63 #
Motion for a resolution Recital J c (new) Amendment 64 #
Motion for a resolution Recital J d (new) Jd. whereas the education is a fundamental human right that is essential in order to exercise all other rights2a; __________________ 2ahttps://europa.eu/eyd2015/it/eu- european-parliament/posts/every-girl- and-woman-has-right-education
Amendment 65 #
Motion for a resolution Recital J e (new) Je. whereas 17% of adults worldwide, two-thirds (493 million) of them women, are unable to read or write;3a __________________ 3ahttps://europa.eu/eyd2015/it/eu- european-parliament/posts/every-girl- and-woman-has-right-education
Amendment 66 #
Motion for a resolution Recital J f (new) Jf. whereas giving more women an education helps to reduce poverty and promote economic development 4a ; __________________ 4ahttps://europa.eu/eyd2015/it/eu- european-parliament/posts/every-girl- and-woman-has-right-education
Amendment 67 #
Motion for a resolution Recital J g (new) Amendment 68 #
Motion for a resolution Recital J h (new) Jh. whereas, while women in the European Union are well educated and generally perform better than men in terms of attendance and academic results, an enormous disparity remains between their level of education and the professional opportunities available to them: 31.9 % of women work part time as opposed to 8.4% of men and they are still underrepresented in certain sectors and at managerial level5a __________________ 5ahttp://www.bloggirl.it/le-donne-e-la- loro-istruzione-la-situazione-nella-ue/
Amendment 69 #
Motion for a resolution Paragraph 1 1. Calls on the Commission and the Member States to implement measures to
Amendment 7 #
Motion for a resolution Recital A a (new) Aa. whereas only states are able to provide free compulsory universal education, a sine qua non for guaranteeing equal opportunities for both sexes;
Amendment 70 #
Motion for a resolution Paragraph 1 1. Calls on the Commission and the Member States to implement and improve measures to apply gender equality at all levels of the education system, and to fully integrate improving awareness of gender issues in teacher training, and the creation of mechanisms
Amendment 71 #
Motion for a resolution Paragraph 1 1. Calls on the Commission and the Member States to implement measures to apply gender equality at all levels of the
Amendment 72 #
Motion for a resolution Paragraph 1 a (new) 1a. Calls on the Member States to encourage the promotion of public networks of nurseries and crèches, the preschool education system, and public leisure services for children;
Amendment 73 #
Motion for a resolution Paragraph 1 a (new) 1a. Calls on the Member States to promote the democratisation of education and the other conditions necessary in order to ensure that education, provided through schools and by other means of instruction, helps to bring about gender equality and equal opportunities, overcome economic, social, and cultural inequalities, foster personal development and a spirit of tolerance, solidarity, and responsibility, and facilitate social progress and democratic participation in the life of the community;
Amendment 74 #
Motion for a resolution Paragraph 1 a (new) 1a. Calls on the Member States to use ESI funds to increase the capacity of pre-school and school networks as needed, and in particular to guarantee the provision of high-quality pre-school, school and out-of-school care which complies with the principles of inclusion for children living in poverty or in danger of falling into poverty;
Amendment 75 #
Motion for a resolution Paragraph 1 a (new) 1a. Calls on the EU and the international community to take strong actions to promote girls' rights by highlighting the violations, inequalities, discrimination and exclusion they are suffering across the world;
Amendment 76 #
Motion for a resolution 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 77 #
Motion for a resolution Paragraph 1 a (new) 1a. Calls on the Member States to ensure that the goals of their education systems include education in respect for fundamental rights and freedoms and in equal rights and opportunities for women and men and that their systems' quality principles include elimination of the obstacles to genuine equality between women and men and the promotion of full equality between them;
Amendment 78 #
Motion for a resolution Paragraph 1 a (new) 1a. Stresses that the fundamental right to choose the kind of education to be given to boys and girls must be exercised by parents and family;
Amendment 79 #
Motion for a resolution Paragraph 1 b (new) 1b. Calls on the Member States to observe the principles of inclusive education, placing particular emphasis on the active inclusion of pupils and students with a disability and on improving the quality of teacher training without delay, in keeping with the increasingly diverse needs of pupils and students;
Amendment 8 #
Motion for a resolution Recital A a (new) Aa. whereas education – especially that of girls and women – saves lives, reduces inequality and transforms communities;
Amendment 80 #
Motion for a resolution Paragraph 2 2. Calls on educational policy makers to ensure that gender equality goes beyond the level of political intentions and becomes a reality
Amendment 81 #
Motion for a resolution Paragraph 2 2. Calls on educational policy makers to ensure that gender equality goes beyond the level of declarations of principles and political intentions and becomes a reality by substantially changing the efforts and resources invested in it;
Amendment 82 #
Motion for a resolution Paragraph 2 2. Calls on educational policy makers to ensure that gender equality goes beyond
Amendment 83 #
Motion for a resolution Paragraph 2 2. Calls on educational policy makers
Amendment 84 #
Motion for a resolution Paragraph 2 2. Calls on educational policy makers to ensure that
Amendment 85 #
Motion for a resolution Paragraph 2 a (new) 2a. Points out that while women represent the majority (60%) of university graduates in European Union, their employment rate and promotion trajectories do not reflect their full potential; stresses that the achievement of inclusive and long-term economic growth depends on closing the gap between women's educational attainment and their position in the labour market, primarily through overcoming horizontal and vertical segregation.
Amendment 86 #
Motion for a resolution Paragraph 2 a (new) 2a. Calls on the Member States to increase the essential investment in education in order that everyone may benefit from free public education of high quality;
Amendment 87 #
Motion for a resolution Paragraph 2 a (new) 2a. Calls on the Commission to organize awareness raising campaigns targeting girls about going to university in order to encourage them to pursue career options which have been traditionally male- dominated, and to boost the self- confidence of the new generation of women;
Amendment 88 #
Motion for a resolution Paragraph 2 a (new) 2a. Calls on the Member States to ensure that their education authorities guarantee an equal right to education for women and men by actively incorporating the principle of equal treatment into educational goals and actions, thus preventing the emergence of inequalities between women and men as a result of sexist conduct and associated social stereotyping;
Amendment 89 #
Motion for a resolution Paragraph 3 3. Asks the Commission that this
Amendment 9 #
Motion for a resolution 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 90 #
Motion for a resolution Paragraph 3 3. Asks the Commission that this recommendation be taken to the political institutions responsible for implementing central, regional and local education policies
Amendment 91 #
Motion for a resolution Paragraph 3 3. Asks the Commission that this recommendation be taken to the
Amendment 92 #
Motion for a resolution Paragraph 4 4. Stresses the need to promote equal gender representation in terms of leadership, especially among school managers, heads and whe
Amendment 93 #
Motion for a resolution Paragraph 4 4. Stresses the need to promote equal
Amendment 94 #
Motion for a resolution Paragraph 4 4. Stresses the need to promote equal gender representation in terms of
Amendment 95 #
Motion for a resolution Paragraph 4 4. Stresses the need to promote equal gender representation in terms of leadership and direction, especially among school managers and heads;
Amendment 96 #
Motion for a resolution Paragraph 4 a (new) 4a. Stresses the importance of focusing particular attention on the principle of equality between women and men within curricula and at all stages within education;
Amendment 97 #
Motion for a resolution Paragraph 5 5.
Amendment 98 #
Motion for a resolution Paragraph 5 5. Urges that all EU countries, and the EU itself as an institution, sign the Istanbul Convention and work together for gender equality in countries outside the EU, on a trans-European basis; stresses that the Istanbul Convention calls for signatories to include teaching material on issues such as non-stereotyped gender roles, mutual respect, non-violent conflict resolution in interpersonal relationships, gender-based violence and the right to personal integrity, adapted to evolving the capacity of learners, in formal curricula and at all levels of education;
Amendment 99 #
Motion for a resolution Paragraph 6 6.
source: 557.238
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History
(these mark the time of scraping, not the official date of the change)
2019-07-06Show (14) Changes | Timetravel
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2015-01-20Show (5) Changes
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