2019/2164(INI) Promoting gender equality in science, technology, engineering and mathematics (STEM) education and careers
Next event: Debate in plenary scheduled 2021/06/07
Lead committee dossier:
Next event: Debate in plenary scheduled 2021/06/07
Progress: Awaiting Parliament's vote
| Role | Committee | Rapporteur | Shadows |
|---|---|---|---|
| Lead | FEMM |
SOLÍS PÉREZ Susana ( Renew)
|
SCHNEIDER Christine ( EPP),
GÁLVEZ MUÑOZ Lina ( S&D),
VANA Monika ( Verts/ALE),
ANDERSON Christine ( ID),
WIŚNIEWSKA Jadwiga ( ECR),
KOUNTOURA Elena ( GUE/NGL)
|
| Committee Opinion | ITRE | ||
| Committee Opinion | CULT |
Lead committee dossier:
Legal Basis:
RoP 54
Legal Basis:
RoP 54Events
2021/06/07
Debate in plenary scheduled
2021/05/12
EP - Committee report tabled for plenary, single reading
Documents
2021/05/12
EP - Committee report tabled for plenary
Documents
2021/04/22
EP - Vote in committee
2021/02/02
EP - Amendments tabled in committee
Documents
2020/12/09
EP - Committee draft report
Documents
2019/12/19
EP - Committee referral announced in Parliament
2019/12/19
EP - Referral to associated committees announced in Parliament
2019/12/11
EP - SOLÍS PÉREZ Susana (Renew) appointed as rapporteur in FEMM
Documents
- Committee report tabled for plenary, single reading: A9-0163/2021
- Committee report tabled for plenary: A9-0163/2021
- Amendments tabled in committee: PE680.746
- Committee draft report: PE661.980
- Committee draft report: PE661.980
- Amendments tabled in committee: PE680.746
- Committee report tabled for plenary, single reading: A9-0163/2021
Activities
- Andrea BOCSKOR
Plenary Speeches (0)
- Maria da Graça CARVALHO
Plenary Speeches (0)
- Fabio Massimo CASTALDO
Plenary Speeches (0)
- Lefteris CHRISTOFOROU
Plenary Speeches (0)
- Henna VIRKKUNEN
Plenary Speeches (0)
- Elissavet VOZEMBERG-VRIONIDI
Plenary Speeches (0)
- Jadwiga WIŚNIEWSKA
Plenary Speeches (0)
- Josianne CUTAJAR
Plenary Speeches (0)
- Christine ANDERSON
Plenary Speeches (0)
- Lefteris NIKOLAOU-ALAVANOS
Plenary Speeches (0)
- Anne-Sophie PELLETIER
Plenary Speeches (0)
- Diana RIBA I GINER
Plenary Speeches (0)
- Susana SOLÍS PÉREZ
Plenary Speeches (0)
- Sylvie BRUNET
Plenary Speeches (0)
- Karen MELCHIOR
Plenary Speeches (0)
- Elena KOUNTOURA
Plenary Speeches (0)
- Christine SCHNEIDER
Plenary Speeches (0)
- Isabella TOVAGLIERI
Plenary Speeches (0)
- Lina GÁLVEZ MUÑOZ
Plenary Speeches (0)
- Maria-Manuel LEITÃO-MARQUES
Plenary Speeches (0)
- Pernille WEISS
Plenary Speeches (0)
- Vincenzo SOFO
Plenary Speeches (0)
- Marcos ROS SEMPERE
Plenary Speeches (0)
| Amendments | Dossier |
| 243 |
2019/2164(INI)
2020/04/14
CULT
14 amendments...
Amendment 1 #
Draft opinion Paragraph 1 1.
Amendment 10 #
Draft opinion Paragraph 5 c (new) 5 c. Emphasises the need to collect gender-disaggregated data, to exploit and better target the Digital Agenda and the Digital Single Market Strategy to address the gender gap, and to foster the full integration of women into the sector, which certainly starts with education;
Amendment 11 #
Draft opinion Paragraph 6 6. Urges the Commission and Member States to encourage young people with a STEM training qualification to become entrepreneurs set up their own businesses, in particular in the digital and tech sector, and to support them in the
Amendment 12 #
Draft opinion Paragraph 6 a (new) 6 a. Is convinced that additional and greater incentives for both companies and women for role models, mentoring programmes and career paths both at national and European level can challenge gender stereotypes and bias and increase the visibility of women and the promotion of their access to these sectors;
Amendment 13 #
Draft opinion Paragraph 6 b (new) 6 b. Welcomes the Pilot Project “Girls 4 STEM in Europe” adopted by the Commission in 2019 with the objective of promoting STEM to girls and fully supports its action of creating a network between schools, universities and companies across Europe as a platform to exchange best practices and asks the Commission to present the results of the Pilot Project to the European Parliament;
Amendment 14 #
Draft opinion Paragraph 7 7. Encourages Member States
Amendment 2 #
Draft opinion Paragraph 1 a (new) 1 a. Points out that by not achieving a critical mass of women in these fields, there will be a skew in research done, resulting in a gender bias in, for example, Artificial Intelligence; stresses that further research in the digital economy must be gender sensitive and must fully take the gender perspective into account;
Amendment 3 #
Draft opinion Paragraph 2 2. Highlights the fact that there are major disparities in the EU with regard to schoolgirls’ attitude to STEM careers
Amendment 4 #
Draft opinion Paragraph 2 2. Highlights the fact that there are major disparities in the EU with regard to schoolgirls’ attitude to STEM careers
Amendment 5 #
Draft opinion Paragraph 3 Amendment 6 #
Draft opinion Paragraph 4 4. Points out that
Amendment 7 #
Draft opinion Paragraph 4 4. Points out that
Amendment 8 #
Draft opinion Paragraph 5 a (new) 5 a. Calls on the Member States to advance education, training and maintenance of new digital skills and capacities, with a special focus on girls, through training and life-long learning, and to prioritise diversity and inclusion in STEM to enhance equal opportunities in the economy and in business;
Amendment 9 #
5 b. Calls on the Commission and the Member States to enable the exploitation of EU funds and programmes, including Erasmus+, to effectively support lifelong learning and training in this regard;
source: 650.403
2021/02/02
FEMM
229 amendments...
Amendment 1 #
Motion for a resolution Citation 3 Amendment 10 #
Motion for a resolution Citation 10 b (new) - having regard to its resolution of 8 October 2015 on the application of Directive 2006/54/EC of the European Parliament and of the Council of 5 July 2006 on the implementation of the principle of equal opportunities and equal treatment of men and women in matters of employment and occupation,
Amendment 100 #
Motion for a resolution Paragraph 5 5. Calls on the Member States to
Amendment 101 #
Motion for a resolution Paragraph 5 5. Calls on the Member States to combat gendered labour market segmentation in STEM careers by investing in formal, informal and non- formal education, lifelong learning and vocational training for women to ensure their access to high-quality employment and opportunities to re- and up-skill for future labour market demand; calls, in particular, for greater promotion of entrepreneurship, STEM subjects and digital education for girls from an early age, in order to
Amendment 102 #
Motion for a resolution Paragraph 5 a (new) 5 a. Emphasizes that the COVID 19 is opening a new stage in the world of work, education, governance and everyday life. Therefore, digital literacy and capabilities are becoming very important, as well as new conditions on teleworking that have shown an important gender divide during the pandemic and lockdowns; highlights the urgency to promote gender balance in the digital sector due the way that people and companies use ICT and other digital technologies to work and interact for the new digital society;
Amendment 103 #
Motion for a resolution Paragraph 5 a (new) 5 a. Calls on the Commission and Member States to take into account the situation of women and girls with disabilities and women and girls in outermost regions or rural areas and to ensure their full access and inclusion into digital education in order to avoid the widening of digital divide;
Amendment 104 #
Motion for a resolution Paragraph 5 a (new) 5 a. Calls on the Commission and the Member States to devise policy measures that fully incorporate the gender dimension, through awareness-raising campaigns, training and education curricula or career guidance;
Amendment 105 #
Motion for a resolution Paragraph 5 b (new) 5 b. Calls on the Commission and Member States to give full support to the European Commission’s initiatives in raising awareness on digital opportunities such as the “ no women, no panel” approach, the EU Code week, , the “Digital skills and Jobs coalitions”,the “EU prize for women’s innovators”, #SaferInternet4EU initiatives across Europe, and the skills Agenda for Europe”;
Amendment 106 #
Motion for a resolution Paragraph 6 6. Welcomes the Digital Education Action Plan 2021-2027 and its action to ‘Encourage women’s participation in STEM’, and hopes that it will help to develop more attractive and creative ways to encourage girls to pursue STEM studies, as well as to boost women’s self- confidence in their digital skills; ) Highlights that girls who assimilate gender stereotypes have lower levels of self-efficacy and confidence in their ability than boys, as well as that self- efficacy affects both STEM education outcomes and aspirations for STEM careers to a considerable extent; stresses that girls appear to lose interest in STEM subjects with age, suggesting that early interventions are needed to sustain girls’ interest in these fields;
Amendment 107 #
Motion for a resolution Paragraph 6 6. Welcomes the Digital Education Action Plan 2021-2027 and its action to ‘Encourage women’s participation in STEM’, and hopes that it will help to develop more attractive and creative ways to encourage girls to pursue STEM studies, as well as to boost women’s self- confidence in their digital skills; calling to use EU funds and programmes, including Erasmus+, to effectively support lifelong learning and training in STEM sectors as well as for gender equality to be duly incorporated in the future EU youth strategy and policies;
Amendment 108 #
Motion for a resolution Paragraph 6 6. Welcomes the Digital Education Action Plan 2021-2027 and its action to ‘Encourage women’s participation in STEM’, and hopes that it will help to develop more attractive and creative ways to encourage girls to pursue STEM studies, as well as to boost women’s self- confidence in their digital skills; suggests that the plan should be stepped up via the development of common guidelines for the Member States with the aim of improving the knowledge and skills of those under 14;
Amendment 109 #
Motion for a resolution Paragraph 6 6. Welcomes the Digital Education Action Plan 2021-2027 and its action to ‘Encourage women’s participation in STEM’, and hopes that it will help to develop more attractive and creative ways to encourage girls to pursue STEM studies, as well as to boost women’s self- confidence in their digital skills;
Amendment 11 #
Motion for a resolution Citation 10 b (new) - having regard to the European Institute for Gender Equality (EIGE) Gender Equality Index 2020 report,
Amendment 110 #
Motion for a resolution Paragraph 6 6.
Amendment 111 #
Motion for a resolution Paragraph 6 a (new) 6 a. Recognises the objective of the European Commission to encourage women’s participation in STEM with the European Institute of Innovation and Technology (EIT) and support the EU STEM Coalition to develop higher education curricula which attracts women, specially those from disadvantaged social and economic conditions, to engineering and ICT based on the ‘STEAM’ (science, technology, engineering, arts and mathematics) approach; Calls on the European Commission to have a targeted gender approach in the rollout Digital Opportunity traineeships so that young women from different backgrounds are given the opportunity to get hands on digital, ICT and STEM experience in fields demanded by the labour market;
Amendment 112 #
Motion for a resolution Paragraph 6 a (new) 6 a. Calls on Member States to take into account ongoing concerns about the risk of the further spread of COVID-19 and to address the issue of the lack of equipment, to address the issues of vulnerable students and students with socio economically disadvantaged backgrounds, such as girls in rural areas, and to develop tools in order to ensure a full access and smooth functioning of digital education;
Amendment 113 #
Motion for a resolution Paragraph 6 a (new) 6 a. Highlights that participation of girls and women in the field of science, technology, engineering, arts and mathematics (STEAM) must be actively promoted through concrete policy action to foster their full participation and inclusion in the digital economy;
Amendment 114 #
Motion for a resolution Paragraph 6 a (new) 6 a. Underlines the importance of ensuring gender mainstreaming in STEM education at all levels, including in the extra-curricular,informal and non-formal education, also for the teaching staff; calls therefore for specific age appropriate strategies;
Amendment 115 #
Motion for a resolution Paragraph 6 a (new) 6 a. Welcomes the upcoming Child Guarantee; calls on the Commission to ensure that recommendations on access to STEM education and opportunities are included in its contents
Amendment 116 #
Motion for a resolution Paragraph 7 7. Recognises the role of school and teachers in eliminating the gender gap in STEM education, and highlights the role of education in promoting the presence of girls in STEM-related courses and in establishing benchmarks to monitor female recruitment and retention; emphasises the need for the Member States to involve the entire teaching profession in STEM movements, so that teachers become agents of change; proposes that equality plans be drawn up by educational establishments, that the gender balance among teachers be taken into account in relation to areas of knowledge covered by STEM, and that a training plan for those teachers be considered so that the subjects can be taught on a basis of fairness and equality;
Amendment 117 #
Motion for a resolution Paragraph 7 7. Recognises the vital role of school and teachers in eliminating the gender gap in STEM education, and highlights the role of education in promoting the presence of girls in STEM-related courses and in establishing benchmarks to monitor female recruitment and retention; calls for strengthening STEM curricula and instructional materials to better promote equal participation in STEM; highlights the need to strengthen the capacity of teachers and student counsellors to encourage girls to pursue careers in STEM, as increased awareness of stereotypes and gender disparities in STEM allows educators and career counsellors to understand the barriers faced by their students, ensure equal participation in STEM classes and promote STEM careers to female students;
Amendment 118 #
Motion for a resolution Paragraph 7 7. Recognises the role of school and teachers in eliminating the gender gap in STEM education, and highlights the role of education in promoting the presence of girls in STEM-related courses and in establishing benchmarks to monitor female recruitment and retention; underlines the importance of pairing teachers' training to fight gender bias with trainings in other types of conditions of vulnerability and discrimination so that they can promote STEM education and motivate young girls, like those of Roma communities, considering the different challenges they face in their daily lives, such as poverty.
Amendment 119 #
Motion for a resolution Paragraph 7 7. Recognises the role of school and teachers in eliminating the gender gap in STEM education, and highlights the role of education in promoting the presence of girls in STEM-related courses and in establishing benchmarks to monitor female recruitment and retention; highlights that education systems and the overall learning environment play a pivotal role in determining girls’ interests in STEAM -including Arts- subjects and in providing equal opportunities to access high quality STEAM education;
Amendment 12 #
Motion for a resolution Citation 10 c (new) - having regard to the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) adopted in 1979, particularly Article 11,
Amendment 120 #
Motion for a resolution Paragraph 7 7. Recognises the role of school and teachers in
Amendment 121 #
7. Recognises the role of parents, school and teachers in e
Amendment 122 #
Motion for a resolution Paragraph 7 a (new) 7 a. Urges the European Commission to develop an implementation and monitoring mechanism that delivers data on inequalities in the STEM and digital sectors based on racial and ethnic origin. Such data is essential to measure the level of implementation and monitor the impact of policies, and enables stakeholders to identify shortcomings such as the low numbers of Roma women pursuant STEM education and professions and the root causes.
Amendment 123 #
Motion for a resolution Paragraph 7 a (new) Amendment 124 #
Motion for a resolution Paragraph 7 a (new) 7 a. Calls on educational entities to integrate the subjects of robotics, coding, ICT and programming more at an earlier stage in pre-school and primary education to encourage female students to take up mathematics and science subjects; calls to establish compulsory internships in STEM businesses during education;
Amendment 125 #
Motion for a resolution Paragraph 7 b (new) 7 b. Calls on the Commission and Member States to develop an high quality, inclusive and non-discriminatory digital education which will ensure that digital transformation of Europe’s economy and society benefits all and contributes to gender equality; encourages Member States to add computer science education into national curriculum;
Amendment 126 #
Motion for a resolution Paragraph 7 b (new) 7 b. Calls on educational entities to encourage girls to take up mathematics, coding, ICT classes and science subjects in schools;
Amendment 127 #
Motion for a resolution Paragraph 7 c (new) 7 c. Underlines the importance of female self-efficacy in science, technology, engineering and mathematics becoming an integral part of female identity as soon as in pre-school and primary school, thus fighting harmful gender role stereotypes for girls and boys;
Amendment 128 #
Motion for a resolution Paragraph 7 d (new) 7 d. Emphasises the need for special funding programs for schools in rural areas as they are increasingly finding themselves without the funding for advanced technologies that many urban school districts take for granted; additionally calls for a better support for educators in rural school systems to tackle STEM curricula especially regarding training, tools, or infrastructure;
Amendment 129 #
Motion for a resolution Paragraph 8 8. Highlights th
Amendment 13 #
Motion for a resolution Citation 10 c (new) Amendment 130 #
Motion for a resolution Paragraph 8 8. Highlights that male teachers and other male staff dominate STEM-related studies in schools and, later on, in universities and workplaces, leading to an absence of female role models and limited guidance and mentoring opportunities; encourages gender mainstreaming in primary, secondary and tertiary education, and urges the committees and institutions involved in recruitment to promote gender balance to avoid the ‘outsider effect’; ; highlights that girls do better in introductory mathematics and science courses and are more likely to follow STEM careers when taught by female teachers, as female teachers can positively influence girls’ education in STEM by dispelling socio-cultural prejudices, and by acting as role models for girls;
Amendment 131 #
Motion for a resolution Paragraph 8 8. Highlights that male teachers and other male staff dominate STEM-related studies in schools and, later on, in universities and workplaces, leading to an absence of female role models and limited guidance and mentoring opportunities; encourages gender mainstreaming in primary, secondary and tertiary education, calls for a better career guidance and for new and creative ways to inspire female students to consider a STEM career path and urges the committees and institutions involved in recruitment to promote gender balance to avoid the ‘outsider effect’;
Amendment 132 #
Motion for a resolution Paragraph 8 8. Highlights that male teachers and other male staff
Amendment 133 #
Motion for a resolution Paragraph 8 8. Highlights that male teachers and other male staff dominate STEM-related studies in schools and, later on, in universities and workplaces, leading to an absence of female role models and limited guidance and mentoring opportunities
Amendment 134 #
Motion for a resolution Paragraph 8 8. Highlights that male teachers and other male staff dominate STEM-related studies in schools and, later on, in universities and workplaces, leading to an absence of female role models and limited guidance and mentoring opportunities; encourages gender mainstreaming in primary, secondary and tertiary education through gender-sensitive educational content, teacher training and curricula, and urges the committees and institutions involved in recruitment to promote gender balance to avoid the ‘outsider effect’;
Amendment 135 #
Motion for a resolution Paragraph 8 8. Highlights
Amendment 136 #
Motion for a resolution Paragraph 8 a (new) 8 a. Emphasises the need for investment in education and training and gender-sensitive recruitment and selection processes across private and public sectors, and particularly in future- oriented sectors such as STEM and the digital sector where women are underrepresented; highlights in that regard that discrimination on grounds of gender damages not only the individual but also society as a whole;
Amendment 137 #
Motion for a resolution Paragraph 8 a (new) 8 a. Calls on the Commission and Member States to find more attractive and creative ways to showcase female role models with successful career in ICT and STEM in order to encourage girls to pursue ICT and STEM studies, as well as to boost self-confidence of women in their digital skills;
Amendment 138 #
Motion for a resolution Paragraph 8 a (new) 8 a. Calls as well for addressing the needs for financial education including financial-trials and the relation to the gender pension gap; highlights that teaching younger women on subjects such as the gender pay gap will pave the way for a future filled with financially- confident women;
Amendment 139 #
Motion for a resolution Paragraph 8 b (new) 8 b. Commends various private educational initiatives to support girls and promote women in the digital economy with viral stories on social media, professional networks organised by women for women and initiatives of tech companies;
Amendment 14 #
Motion for a resolution Citation 10 d (new) - having regard to the European Institute for Gender Equality (EIGE) report of 10 August 2017 entitled “Economic Benefits of Gender Equality in the European Union: How gender equality in STEM education leads to economic growth”,
Amendment 140 #
Motion for a resolution Paragraph 8 b (new) 8 b. Calls on the Commission and the Member States to set up mentoring schemes with female role models in STEM within all levels of education;
Amendment 141 #
Motion for a resolution Paragraph 9 Amendment 142 #
Motion for a resolution Paragraph 9 9. Highlights the alarming number of cases of sexual harassment suffered by female STEM students during tertiary education, and calls on the Member States and educational institutions to
Amendment 143 #
Motion for a resolution Paragraph 9 a (new) 9 a. Calls on the Member States to invest in innovative gender-responsive STEM pedagogies in early childhood education, primary, secondary and tertiary education, boosting girls’ learning and confidence to solve real world problems using technology and building skills among primary teachers and secondary STEM teachers helping them to understand and address unconscious preconception in the teaching practice and assessments – and to engage all learners equally;
Amendment 144 #
Motion for a resolution Paragraph 9 a (new) 9 a. Calls on the European Commission to cooperate with Member States to broaden the indicators considered for the Women in Digital Scoreboard to include information and data on women in STEM education and careers and to develop a toolkit that includes methodologies, indicators and frameworks to produce more precise data and make better use of existing information;
Amendment 145 #
Motion for a resolution Paragraph 9 b (new) 9 b. Underlines the necessity to increase access to STEM education through increased digital connectivity for all children, especially for girls in hard- to-reach areas with limited capacity; notes that every girl should be able take advantage of the increased access to world-class digital learning solutions and have the tools and motivations to engage with digital technologies, as users and creators;
Amendment 146 #
Motion for a resolution Paragraph 9 c (new) 9 c. Encourages the Member States to create initiatives to support girls’ school- to-work transition, such as career guidance at school, apprenticeships and work experience programmes – supporting girls’ future aspirations and creating pathways for them to transition into the STEM workforce;
Amendment 147 #
Motion for a resolution Paragraph 9 d (new) 9 d. Emphasizes the need to include gender-responsive STEM learning and career opportunities in national development plans, education sector policies, ICT and science policies;
Amendment 148 #
Motion for a resolution Paragraph 10 10. Regrets the fact that
Amendment 149 #
Motion for a resolution Paragraph 10 10. Regrets the fact that women face disproportionately more obstacles in their careers than men do, owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; notes that the COVID-19 pandemic has further aggravated women's situation, and women are working overtime remotely without remuneration while caring for children and doing housework; urges public and private institutions to establish adequate measures to guarantee better maternity and paternity leaves, flexible working hours, on-site childcare facilities or to promote telework; urges the Member States to fully transpose and implement the Work-Life Balance Directive and calls on the Commission to monitor it effectively; calls on the Commission and the Member States to fully assess the causes and factors that lead to a high drop-out rate of women from STEM careers, and to develop mechanisms and programmes to integrate women and girls into education, training and employment initiatives;
Amendment 15 #
Motion for a resolution Recital A A. whereas gender equality is a basic precondition for the full enjoyment of human rights by women and girls, and is essential for their empowerment and the achievement of a sustainable and inclusive society; whereas the insufficient use of human capital associated with gender inequalities reduces the potential advantages for businesses in the fields of research and innovation, and for overall economic development, as well as having harmful social consequences; whereas raising the profile of women in STEM and women’s professional contributions can establish patterns of success to follow, and, ultimately, result in more inclusion, as well as enhancing the transformation of and innovation in our societies, to the benefit of the wider public;
Amendment 150 #
Motion for a resolution Paragraph 10 10. Regrets the fact that women face disproportionately more obstacles in their careers than men do, owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; urges public and private institutions to establish better work-life balance policies and adequate measures to guarantee better maternity and significantly more and longer paternity leaves, flexible working hours, on-site childcare facilities or
Amendment 151 #
Motion for a resolution Paragraph 10 10. Regrets the fact that women face disproportionately more obstacles in their
Amendment 152 #
Motion for a resolution Paragraph 10 10. Regrets the fact that women face disproportionately more obstacles in their careers than men do, owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; urges public and private institutions to establish adequate measures to guarantee zero tolerance policies for sexual harassment, better maternity and paternity leaves, flexible working hours, on-site childcare facilities or to promote telework; urges the Member States to fully transpose and implement the Work-Life Balance Directive and calls on the Commission to monitor it effectively; calls on the Commission and the Member States to fully assess the causes and factors that lead to a high drop-out rate of women from STEM careers, and to develop mechanisms
Amendment 153 #
Motion for a resolution Paragraph 10 10. Regrets the fact that women face disproportionately more obstacles in their careers than men do, owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; urges public and private institutions to establish adequate measures to guarantee better maternity and paternity leaves, flexible working hours, on-site childcare facilities or to promote telework and to attach more importance to the role mothers play; urges the Member States to fully transpose and implement the Work- Life Balance Directive and calls on the Commission to monitor it effectively; calls on the Commission and the Member States to fully assess the causes and factors that lead to a high drop-out rate of women from STEM careers, and to develop mechanisms and programmes to integrate women and girls into education, training and employment initiatives;
Amendment 154 #
Motion for a resolution Paragraph 10 10. Regrets the fact that women face disproportionately more obstacles in their careers than men do, owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; urges public and private institutions to establish adequate measures to adopt family-friendly policies and guarantee better maternity and paternity leaves, flexible working hours, on-site childcare facilities or to promote telework; urges the Member States to fully transpose and implement the Work-Life Balance Directive and calls on the Commission to monitor it effectively; calls on the Commission and the Member States to fully assess the causes and factors that lead to a high drop-out rate of women from STEM careers, and to develop mechanisms and programmes to integrate women and girls into education, training and employment initiatives;
Amendment 155 #
Motion for a resolution Paragraph 10 10. Regrets the fact that women face disproportionately more obstacles in their careers than men do, owing to the lack of a proper work-life balance and an increase in unpaid care work in most households; urges public and private institutions to establish adequate measures to guarantee better maternity and paternity leaves, flexible working hours, on-site or local childcare facilities or to promote telework; urges the Member States to fully transpose and implement the Work-Life Balance Directive and calls on the Commission to
Amendment 156 #
Motion for a resolution Paragraph 10 10. Regrets the fact that women can face
Amendment 157 #
Motion for a resolution Paragraph 10 a (new) 10 a. Highlights that women are most likely to provide unpaid care work and that this burden has been exacerbated by the Covid-19 pandemic as more women are also working from home; urges public and private institutions to ensure the promotion of compassionate telework that takes into consideration the obstacles in maintaining a healthy work-life balance when working from home and respects the right to disconnect
Amendment 158 #
Motion for a resolution Paragraph 11 11.
Amendment 159 #
Motion for a resolution Paragraph 11 11.
Amendment 16 #
Motion for a resolution Recital A A. whereas gender equality is a fundamental value and a key objective of the EU, as well as a basic precondition for the full enjoyment of human rights by women and girls, and is essential for their empowerment, the development of their full potential and the achievement of a sustainable and inclusive society; whereas the insufficient use of human capital associated with gender discrimination, stereotypes and inequalities reduces the potential advantages for the public sector and businesses in the fields of research and innovation, and for overall economic development, as well as having harmful social consequences; whereas eliminating the old patterns of labour segregation will promote gender equality;
Amendment 160 #
Motion for a resolution Paragraph 11 11.
Amendment 161 #
Motion for a resolution Paragraph 11 11. Regrets the fact that women are under-represented in leadership positions in STEM careers, and highlights the urgent need to promote equality between men and women at all levels of decision-making in business and management; underlines that gender diversity in boards and decision- making positions improves firms’ performance as the result of the broader spectrum of knowledge, attitudes and experience;
Amendment 162 #
Motion for a resolution Paragraph 11 11.
Amendment 163 #
Motion for a resolution Paragraph 11 11. Regrets the fact that women are under-represented in leadership positions in STEM careers, and highlights the urgent need to promote gender equality
Amendment 164 #
11 a. Deplores the fact that there is both horizontal and vertical gender segregation in the hierarchies of universities and schools in Europe; draws attention to the fact that women are particularly under- represented in top academic and decision- making positions in academic institutions and universities, indicating the existence of a glass ceiling, i.e. invisible barriers preventing women from reaching positions of responsibility based on prejudice;
Amendment 165 #
Motion for a resolution Paragraph 11 a (new) 11 a. Calls to provide incentives for companies supporting women for role models, mentoring programmes and career paths, and to increase the visibility of women and to promote their access to STEM sectors;
Amendment 166 #
Motion for a resolution Paragraph 11 b (new) 11 b. Calls to assess the reasons why women leave technical occupations and, if necessary, formulate recommendations for action to prevent this;
Amendment 167 #
Motion for a resolution Paragraph 12 Amendment 168 #
Motion for a resolution Paragraph 12 12. Regrets the fact that the gender pay gap remains a reality
Amendment 169 #
Motion for a resolution Paragraph 12 12. Regrets the fact that the gender pay gap remains a reality and is even more pronounced in male-dominated sectors, such as ICT and technological companies10; calls on all actors to practice pay transparency;
Amendment 17 #
Motion for a resolution Recital A A. whereas gender equality is a basic precondition for the full enjoyment of human rights by women and girls, and is
Amendment 170 #
Motion for a resolution Paragraph 12 12. Regrets the fact that the gender pay gap remains a reality and is even more pronounced in male-dominated sectors, such as ICT and technological companies10 ; calls on all actors to practice pay transparency;
Amendment 171 #
12. Regrets the fact that the gender pay gap remains a reality and is even more pronounced in male-dominated sectors, such as ICT and technological companies10 ;
Amendment 172 #
Motion for a resolution Paragraph 12 12. Regrets the fact that the gender pay gap in cases where the work done and the skills brought to it are the same remains a reality and is even more pronounced in male-dominated sectors, such as ICT and technological companies10; calls on all actors to practice pay transparency; urges the Council to unblock the Directive on implementing the principle of equal treatment between persons irrespective of religion or belief,
Amendment 173 #
Motion for a resolution Paragraph 12 12. Regrets the fact that the gender pay gap remains a reality and is even more pronounced in male-dominated sectors, such as ICT and technological companies10; calls on all actors wishing to do so to practice pay transparency; urges the Council to unblock the Directive on implementing the principle of equal treatment between persons irrespective of religion or belief, disability, age or sexual orientation, which aims to extend protection against discrimination through a horizontal approach;
Amendment 174 #
Motion for a resolution Paragraph 12 a (new) 12 a. Regrets that unequal access for women to research positions, funding and publishing still persists, including a unadjusted gender pay gap in the area of science and academia, despite legal provisions on equal treatment and non- discrimination on the labour market, including provisions on equal pay, being in place in the EU and Member States;
Amendment 175 #
Motion for a resolution Paragraph 12 a (new) 12 a. Recognises the essential role played by CEOs and senior management of companies in closing the digital gender gap by developing corporate policies aiming to combating digital gender- related stereotypes, promoting role models, motivating women to explore STEM studies, stimulating the re-skilling or upskilling of women, mentoring schemes, or improving the image of ICT jobs;
Amendment 176 #
Motion for a resolution Paragraph 12 a (new) 12 a. Stresses that is paramount to fight cultural and social stereotypes against women's abilities and roles in the STEM sector. Therefore, targeted measure to promote gender equality, such as gender mainstreaming legislation or policies such as financial incentives or other, can increase girls' participation in STEM education and careers;
Amendment 177 #
Motion for a resolution Paragraph 12 a (new) 12 a. Calls on all relevant stakeholders to address discrimination in their hiring practices and to introduce quotas to foster the inclusion of women, especially women from diverse racial and ethnic backgrounds, women with disabilities and LBTI+ people
Amendment 178 #
Motion for a resolution Paragraph 12 b (new) Amendment 179 #
Motion for a resolution Paragraph 13 13. Encourages the establishment of an inclusive dialogue with the relevant stakeholders, such as private companies, non-governmental organisations (NGOs), professional orders and institutes, state institutions, regional and local authorities, policy-makers and civil society representatives to coordinate and tackle the missing links in order to promote women in STEM;
Amendment 18 #
Motion for a resolution Recital A A. whereas gender equality is a basic precondition for the full enjoyment of human rights by women and girls, and is essential for their empowerment and the achievement of a sustainable and inclusive society; whereas the insufficient use of human capital associated with gender inequalities, in combination with intersectional discrimination, reduces the potential advantages for businesses in the fields of research and innovation, and for overall economic development, as well as having harmful social consequences; whereas women could play a vital role in filling shortages on the EU-labour market, specifically in the fields of engineering and ICT.
Amendment 180 #
Motion for a resolution Paragraph 13 13. Encourages the establishment of an inclusive dialogue with the relevant stakeholders, such as
Amendment 181 #
Motion for a resolution Paragraph 13 13. Encourages the establishment of
Amendment 182 #
Motion for a resolution Paragraph 13 13. Encourages the establishment of a
Amendment 183 #
Motion for a resolution Paragraph 13 a (new) 13 a. Urges the Member States to develop effective and attractive STEM curricular and teaching methods to keep girls engaged in science, and to recognise and invest in teachers as drivers of cultural change, with their potential to boost the continuing participation of girls in science at school;
Amendment 184 #
Motion for a resolution Paragraph 13 a (new) 13 a. Calls on the Commission and the Member states to strengthen the collaboration with the private sectors, with measures such as awareness campaigns promoting gender equality in the private STEM sectors and public- private partnerships to facilitate the access to the STEM labour market for recently graduated students;
Amendment 185 #
Motion for a resolution Paragraph 13 a (new) 13 a. Highlights the relation between the gender gap and the pension gap; calls therefore on Member States to address both and narrow those and to take further steps to ensure that women have adequate access to education, the chance to attain economic independence and career progression opportunities;
Amendment 186 #
Motion for a resolution Paragraph 13 a (new) 13 a. Encourages the promotion of apprenticeship schemes and offer internships to girls and young women to enhance their transition into labour market, focusing on mentorship of disadvantaged girls, in workplaces that are free from sexual abuse, harassment and gender-based violence;
Amendment 187 #
Motion for a resolution Paragraph 13 b (new) 13 b. Urges the Commission to recognise the need for adequate paternity leave and paternity pay so that it is affordable for men to take time off to care for a child and to help combat the norm of the woman being the parent to take a career break, in order to overcome a major barrier to women advancing their careers in science and academia;
Amendment 188 #
Motion for a resolution Paragraph 13 b (new) 13 b. Encourages the public-private partnerships between education systems, governments and companies working in emerging technologies, such as 3D technologies, artificial intelligence, nanotechnology, robotics and gene therapy; calls on the marginalized girls to have opportunities for internships, scholarships and developing aspirations to work in emerging industries with well- paid jobs;
Amendment 189 #
Motion for a resolution Paragraph 13 c (new) 13 c. Underlines the importance to develop networks for women STEM professionals for large-scale communication campaigns that help transform perceptions of women in STEM, and for women in STEM to connect with girls through career support, skills training and networking;
Amendment 19 #
Motion for a resolution Recital A A. whereas
Amendment 190 #
Motion for a resolution Paragraph 14 14.
Amendment 191 #
Motion for a resolution Paragraph 14 14. Regrets the fact that the gender gap exists across all digital technology
Amendment 192 #
Motion for a resolution Paragraph 14 14.
Amendment 193 #
Motion for a resolution Paragraph 14 14.
Amendment 194 #
Motion for a resolution Paragraph 14 a (new) 14 a. Highlights that constant connectivity combined with high job demands and the rising expectation that workers are reachable at any time can negatively affect workers’ fundamental rights, their work-life balance, and their physical and mental health and well- being; Regrets that the ‘always on’ culture has a negative impact on the work-life balance of employees, namely on workers with caring responsibilities, who tend to be women, and needs to be addressed; calls on the Commission to evaluate and address the risks of not protecting the right to disconnect;
Amendment 195 #
Motion for a resolution Paragraph 15 Amendment 196 #
Motion for a resolution Paragraph 15 15.
Amendment 197 #
Motion for a resolution Paragraph 15 15. Highlights that one of AI’s most critical weaknesses relates to certain types of biases such as gender, rac
Amendment 198 #
Motion for a resolution Paragraph 15 15.
Amendment 199 #
Motion for a resolution Paragraph 15 15. Highlights that one of AI’s most critical weaknesses relates to certain types of biases such as gender, race or sexual orientation as a result of humans’ inherent biases; notes that the intersection of various types of discrimination marginalises women from emerging technologies, such as the errors seen for women of colour in facial recognition technology; encourages the relevant actors to take action and promote a greater role for women in the design, development and implementation of machine learning, natural language processing and AI;
Amendment 2 #
Motion for a resolution Citation 5 a (new) - having regard to the study entitled ‘ Economic benefits of gender equality in the EU, How gender equality in STEM education leads to economic growth’ published by the European Institute for Gender Equality on 10 August 20171a , _________________ 1a https://eige.europa.eu/publications/econo mic-benefits-gender-equality-eu-how- gender-equality-stem-education-leads- economic-growth
Amendment 20 #
Motion for a resolution Recital A A. whereas
Amendment 200 #
Motion for a resolution Paragraph 15 15.
Amendment 201 #
Motion for a resolution Paragraph 15 15. Highlights that one of AI’s most critical weaknesses relates to certain types of biases such as gender, race or sexual orientation as a result of humans’ inherent biases; encourages the relevant actors to take action and promote a greater role for women in the design, development and implementation of machine learning, natural language processing and AI; underlines that AI must not reinforce gender inequalities and stereotypes by transforming analogue biases and prejudices into digital ones through algorithms;
Amendment 202 #
Motion for a resolution Paragraph 15 15.
Amendment 203 #
Motion for a resolution Paragraph 15 a (new) 15 a. Stresses the need for social dialogue as regards the implementation of AI in general and ahead of any AI deployment at company level in particular; calls on the Commission and the Member States to ensure trade union access to workplaces, albeit in digital form, in order to promote collective bargaining and guarantee a human- centred approach to AI at work;
Amendment 204 #
Motion for a resolution Paragraph 16 Amendment 205 #
Motion for a resolution Paragraph 16 16. Recognises that AI, if it is free of
Amendment 206 #
Motion for a resolution Paragraph 16 16.
Amendment 207 #
Motion for a resolution Paragraph 16 16. Recognises that AI, if it is free of underlying biases, can be a powerful tool to overcome gender inequalities and stereotypes through the development of unbiased, "ethical by design" algorithms that contribute to overall fairness and well- being;
Amendment 208 #
Motion for a resolution Paragraph 17 Amendment 209 #
Motion for a resolution Paragraph 17 17. Calls for all AI and automation to be socially responsible and designed in such a way that it enables us to overcome inequalities including gender discrimination and address the challenges faced by women such as unpaid care work, the gender pay gap, cyberbullying, gender- based violence and sexual harassment, trafficking, violations of sexual and reproductive rights, and under- representation in leadership positions; calls for AI and automation to contribute to the enhancement of women’s health and economic prosperity, equality of opportunity, workers’ and social rights, quality education, protection of children, cultural and linguistic diversity, gender equality, digital literacy, innovation and creativity including access to finance, higher education and flexible work opportunities;
Amendment 21 #
Motion for a resolution Recital A A. whereas gender equality, with due regard for the differences between the genders, is a basic precondition for the full enjoyment of human rights by women and girls, and is essential for their empowerment and the achievement of a sustainable and inclusive society; whereas the insufficient use of human capital associated with gender inequalities reduces the potential advantages for businesses in the fields of research and innovation, and for overall economic development, as well as having harmful social consequences;
Amendment 210 #
Motion for a resolution Paragraph 17 17. Calls for AI and automation to be designed in such a way that it enables us to overcome
Amendment 211 #
Motion for a resolution Paragraph 17 17. Calls for AI and automation to be designed in such a way that it enables us to overcome gender discrimination and address the challenges faced by women such as unpaid care work, the gender pay gap, cyberbullying, gender-based violence and sexual harassment, trafficking,
Amendment 212 #
Motion for a resolution Paragraph 17 17. Calls for AI and automation to be designed in such a way that it enables us to overcome gender discrimination and address the challenges faced by women such as unpaid care work, the gender pay gap, cyberbullying, gender-based violence and sexual harassment, trafficking, violations of
Amendment 213 #
Motion for a resolution Paragraph 17 a (new) 17 a. Calls on the Commission to assist Member States’ competent authorities to pay special attention to new forms of violence against women and girls such as cyber harassment, and cyberstalking 1a and to carry out ongoing evaluations and address them more effectively; _________________ 1aViolence against women: an EU-wide survey. Main results - report by FRA, p. 87
Amendment 214 #
Motion for a resolution Paragraph 17 a (new) 17 a. Calls for policies to unleash and support female’s entrepreneurial potential, as they remain an untapped source of economic growth, innovation and jobs creation;
Amendment 215 #
Motion for a resolution Paragraph 18 18. Regrets the fact that women are under-represented in innovation-driven business start-ups and highlights the gender biases and systemic disadvantages that exist in social structures, in particular in those at the intersection of STEM and entrepreneurship; calls on the Commission and the Member States to provide more and better information about entrepreneurship as an attractive career option, especially for young women in school, and implement public policies that promote female entrepreneurship.
Amendment 216 #
Motion for a resolution Paragraph 18 18. Regrets the fact that women are under-represented in innovation-driven business start-ups and highlights the gender biases and systemic disadvantages that exist in social structures, in particular in those at the intersection of STEM and entrepreneurship; also considers it to be of the utmost relevance to have more women role models and to increase the number of women in leadership positions in the STEM sector;
Amendment 217 #
Motion for a resolution Paragraph 18 18. Regrets the fact that women are under-represented in innovation-driven business start-ups
Amendment 218 #
Motion for a resolution Paragraph 18 18. Regrets the fact that women
Amendment 219 #
Motion for a resolution Paragraph 18 a (new) 18 a. Considers that the COVID-19 recovery represents a significant opportunity to advance women while trying to rebuild our economies and our societies in a different way; underlines that a true COVID-19 recovery can only be a success if we seek a greener, a fairer and a more gender equal Europe and if recovery funds are gender mainstreamed, ensuring that women can fully benefit from them in terms of employment, but also entrepreneurship, namely in sectors where they have traditionally been underrepresented, such as digital, Artificial Intelligence, ICT and STEM;
Amendment 22 #
Motion for a resolution Recital A A. whereas gender equality is a basic precondition for the full enjoyment of human rights by women and girls, and is essential for their empowerment and the achievement of a sustainable and inclusive society; whereas the
Amendment 220 #
Motion for a resolution Paragraph 18 a (new) 18 a. Calls on the Commission and the Member States to address the leaky pipeline phenomenon for women in STEM, to fully assess the causes and factors that lead to a high drop out rate of women from STEM careers and to develop mechanisms and programmes to integrate women and girls into education, training and employment initiatives in the digital sector, and thus to adopt adequate policies and measures;
Amendment 221 #
Motion for a resolution Paragraph 19 Amendment 222 #
Motion for a resolution Paragraph 19 19. Considers that the under- representation of women in charge of investment decisions at venture capital firms
Amendment 223 #
Motion for a resolution Paragraph 20 20. Calls on the Commission and the Member States to increase financing opportunities for female
Amendment 224 #
Motion for a resolution Paragraph 20 20. Calls on the Commission and the Member States to increase financing opportunities for female start-up entrepreneurs and innovators in the same way as is done for men, to facilitate their access to existing funds, create special funds and look for new and innovative ways to financially support them and help them to overcome the barriers they face;
Amendment 225 #
Motion for a resolution Paragraph 20 20. Calls on the Commission and the Member States to
Amendment 226 #
Motion for a resolution Paragraph 20 20. Calls on the Commission and the Member States to increase financing opportunities for
Amendment 227 #
Motion for a resolution Paragraph 20 a (new) 20 a. Recognises that awareness raising and information campaigns of EU funding possibilities are necessary to provide a tailored support for female business owners and female entrepreneurs;
Amendment 228 #
Motion for a resolution Paragraph 20 b (new) 20 b. Calls to further expand the European Business Angels Network and European Network of Mentors for Women Entrepreneurs, including through gatherings of female innovators, tech professionals and investors to encourage and boost innovations and funding for women-led ventures;
Amendment 229 #
Motion for a resolution Paragraph 21 a (new) 21 a. Calls on the European Commission and the Member States to implement the Declaration of Commitment for Women in Digital signed in April 2019 and develop concrete actions to promote gender equality in the STEM sector, including the celebration of the European Girls in ICT and STEM day; Calls on the Commission to monitor and report on the Member States efforts and actions and to ensure the exchange of information and good practices;
Amendment 23 #
Motion for a resolution Recital A A. whereas
Amendment 24 #
Motion for a resolution Recital B B. whereas the EU is facing an unparalleled shortage of women in science, technology, engineering and mathematics (STEM) careers and education, particularly considering that women make up 52 % of the European population and 57,7% of tertiary graduates in the EU5a, yet only account for 2 out of 5 scientists and engineers6 ; whereas although there has been a positive trend in the involvement and interest of girls in STEM education, the percentages remain insufficient
Amendment 25 #
Motion for a resolution Recital B B. whereas the EU is facing an unparalleled shortage of women in science, technology, engineering and mathematics (STEM) careers and education, particularly considering that women make up 52 % of the European population, yet only account for 2 out of 5 scientists and engineers6 ; whereas although there has been a positive trend in the involvement and interest of girls in STEM education, the percentages remain insufficient; whereas attitudes towards STEM do not differ between boys and girls through primary education, and in many cases girls often outperform boys in STEM and ICT-related tasks7 ; whereas, however, girls fear that they will be less successful than boys in STEM-related careers; whereas women are under- represented at all levels in the digital sector in Europe, from students (32% at Bachelor, Master or equivalent level) up to top academic positions (15%); whereas the gap is largest in ICT specialist skills and employment, where only 18% are women in the EU7a ; _________________ 6 Eurostat, Human resources in science and technology, annual average data 2016- 2020. 7 O’Dea, R.E., Lagisz, M., Jennions, M.D. et al., Gender differences in individual variation in academic grades fail to fit expected patterns for STEM, Nature Communications 9, 3777, 2018. 7a https://ec.europa.eu/digital-single- market/en/news/digital-economy- scoreboard-shows-women-europe-are- less-likely-work-or-be-skilled-ict
Amendment 26 #
Motion for a resolution Recital B B. whereas the EU is allegedly facing an unparalleled shortage of women in science, technology, engineering and mathematics (STEM) careers and education, particularly considering that women apparently make up 52 % of the European population, yet only account for 2 out of 5 scientists and engineers
Amendment 27 #
Motion for a resolution Recital B B. whereas the EU is facing a
Amendment 28 #
Motion for a resolution Recital B a (new) B a. whereas according to the available statistics and surveys, women are under- represented in most scientific, engineering and management posts and at higher hierarchical levels, even in sectors where they form a majority, such as the educational sector; whereas women are hugely under-represented in STEM- related educational fields and careers, accounting for just 24 % of science and engineering professionals;
Amendment 29 #
Motion for a resolution Recital B a (new) B a. whereas teachers and parents can deepen gender stereotypes by discouraging girls from choosing and pursuing STEM studies and career; whereas eliminating gender-specific expectations about professions and fostering female role models in STEM can encourage girls to study science, technology, engineering and mathematics;
Amendment 3 #
Motion for a resolution Citation 6 a (new) - having regard to the strategic framework for European cooperation in education and training (ET 2020),
Amendment 30 #
Motion for a resolution Recital B a (new) B a. whereas women are significantly underrepresented in the information and communication technologies (ICT) sector (17%), among science, technology, engineering and mathematics (STEM) graduates (36%), with the share of men working in a digital sector 3.1 times greater than the one of women;
Amendment 31 #
Motion for a resolution Recital C C. whereas women who major in STEM fields are less likely than their male counterparts to enter STEM occupations or remain in them as a result of the dominant stereotypes
Amendment 32 #
Motion for a resolution Recital C C. whereas women who major in STEM fields are less likely than their male counterparts to enter STEM occupations or remain in them as a result of the
Amendment 33 #
Motion for a resolution Recital C C. whereas women who major in STEM fields are less likely than their male counterparts to enter STEM occupations or remain in them as a result of the dominant stereotypes, discrimination or a negative work environment; whereas closing the gender gap in STEM careers would contribute to an increase in EU GDP per capita by 2.2 to 3.0 % in 20508 ; whereas closing the gender gap in STEM careers would have a positive impact in reducing the gender pay
Amendment 34 #
Motion for a resolution Recital C C. whereas women who major in STEM fields are less likely than their male counterparts to enter STEM occupations or remain in them as a result of the dominant stereotypes or a negative work environment; whereas
Amendment 35 #
Motion for a resolution Recital C C. whereas women who major in STEM fields
Amendment 36 #
Motion for a resolution Recital C C. whereas women who major in STEM fields are less likely than their male counterparts to enter STEM occupations or remain in them as a result
Amendment 37 #
Motion for a resolution Recital C a (new) C a. whereas gender stereotypes greatly influence subject choices; whereas very few teenage girls in EU Member States (less than 3 %) express an interest in working as an ICT professional at the age of 30 1a; whereas teachers and parents can deepen gender stereotypes by discouraging girls from pursuing a career in ICT; whereas eliminating gender- specific expectations about professions and fostering female role models in science, technology, engineering and mathematics (STEM) and ICT can encourage girls to study ICT; _________________ 1a2018 International Computer and Information Literacy Study (ICILS).
Amendment 38 #
Motion for a resolution Recital C a (new) C a. Whereas policies targeted at increasing the participation of women in the fields related to science, technology, engineering and mathematics (STEM) and AI, and the adoption of a multi-level approach to address the gender gap in all levels of education and employment in the digital sector need to be further promoted;
Amendment 39 #
Motion for a resolution Recital C a (new) C a. whereas cultural discouragement, lack of awareness of female role models and of their promotion hinders and negatively affects girls' and women’s opportunities in STEM studies, related careers and digital entrepreneurship, and lead to discrimination and fewer opportunities for women in the labour market;
Amendment 4 #
Motion for a resolution Citation 8 a (new) Amendment 40 #
Motion for a resolution Recital C b (new) C b. whereas there is still a lack of interest among girls to pursue ICT and STEM studies, which leads to lost social and economic opportunities, as well as prevents potentially to reduce gender inequality and gender pay gap; whereas girls become interested in STEM subjects around the age of 11 and lose their interest when 15;
Amendment 41 #
Motion for a resolution Recital C c (new) C c. whereas women show lower confidence in their own digital skills, while digital skills are needed in life and at work, especially now more than ever, in the months of lockdown due to the outbreak of COVID-19, when everyone must rely on an Internet connection to work, study or buy food;
Amendment 42 #
Motion for a resolution Recital D Amendment 43 #
Motion for a resolution Recital D D. whereas the
Amendment 44 #
Motion for a resolution Recital D D. whereas the low numbers of women who work in innovative technologies, such as artificial intelligence (AI), can negatively affect the design, development and implementation of these technologies, causing the replication of existing discriminatory practices and stereotypes,
Amendment 45 #
Motion for a resolution Recital D D. whereas
Amendment 46 #
Motion for a resolution Recital D D. whereas the low numbers of women who work in innovative technologies, such as artificial intelligence (AI), can negatively affect the design, development and implementation of these technologies,
Amendment 47 #
Motion for a resolution Recital D D. whereas the
Amendment 48 #
Motion for a resolution Recital D a (new) D a. whereas few Member States have provisions on gender equality in their legal framework governing research, and little attention is paid to integrating the gender dimension into national research programmes;
Amendment 49 #
Motion for a resolution Recital E E. whereas
Amendment 5 #
Motion for a resolution Citation 8 a (new) - having regard to the Council conclusions of 6 December2018 on ‘Gender Equality, Youth and Digitalisation’,
Amendment 50 #
Motion for a resolution Recital E E. whereas
Amendment 51 #
Motion for a resolution Recital E E. whereas gender-biased technologies are mainly caused by non-disaggregated data
Amendment 52 #
Motion for a resolution Recital E a (new) E a. Whereas the COVID-19 pandemic will change the way we perform our work in the future, given the introduction of the digital workplace; whereas through teleworking, the boundaries between professional and family life will become less distinct and the burden of balancing career and childbearing will fall mostly on women; whereas the rapid digital transformation will disproportionately affect womens’ employment in numerous fields; whereas transformation of the labour structure offers an opportunity to change established gendered patterns of employment, especially given of the rapid increase of women’s skills;
Amendment 53 #
Motion for a resolution Recital E a (new) Ea. whereas women and men are different and complementary and whereas they have different preferences; whereas it is understandable that they have different career choices; whereas, for example, a majority of men focus on STEM, while in philosophy, languages, economics and social sciences or the paramedical professions men are very much under-represented (85% women); whereas these figures are largely accounted for by individuals’ freedom of choice;
Amendment 54 #
Motion for a resolution Recital E a (new) E a. whereas women still encounter obstacles in setting up their own business owing to the persistence of prejudices and stereotypes; whereas there is a need to promote and support greater entrepreneurship among women and develop an environment in which female entrepreneurs and family businesses can prosper and in which enterprise is rewarded by taking the necessary measures based on an exchange of best practice and by paying particular attention to mothers;
Amendment 55 #
Motion for a resolution Recital E a (new) Ea. whereas there is a need for STEM training that focuses on the genuine interests of women, in line with their specific sensitivities and nature, in the areas in which they feel most fulfilled, and taking into account their natural inclination towards motherhood and family life;
Amendment 56 #
E a. whereas emphasis should be placed on the factors that motivate and support girls' interest in STEM studies, related careers and digital entrepreneurship such as promoting female role models, teacher mentors, peer group approval, developing creativity and practical experience;
Amendment 57 #
Motion for a resolution Recital E a (new) E a. whereas gender stereotypes constitute already during education a serious obstacle to equality between male and female students and further widen the gender gap in the STEM job sector, thus constituting a serious obstacle to equality between women and men;
Amendment 58 #
Motion for a resolution Recital E a (new) Amendment 59 #
Motion for a resolution Recital E a (new) E a. whereas that 30% of entrepreneurs are women in Europa, but they only receive 2%of the non-bank financing available 1a; whereas this figure seems to has dropped to 1% with the pandemic; _________________ 1aFunding women entrepreneurs. How to empower growth. European Commission, 2018
Amendment 6 #
Motion for a resolution Citation 9 a (new) - having regard to the Commission communication of 10 June 2016 entitled ‘A New Skills Agenda for Europe: Working together to strengthen human capital, employability and competitiveness’ (COM(2016)0381),
Amendment 60 #
Motion for a resolution Recital E b (new) E b. Whereas women still encounter obstacles in setting up their own business owing to the persistence of prejudices and gender stereotypes; whereas there is a need to promote and support greater entrepreneurship among women and develop an enabling environment in which female entrepreneurs and family businesses can prosper and in which enterprise is encouraged by taking the necessary measures based on an exchange of best practice and by paying particular attention to mothers;
Amendment 61 #
Motion for a resolution Recital E b (new) E b. whereas women working in research, as in all other areas, are forced to assume a higher share of obligations related to parenting or their families than their male counterparts, and, therefore, all proposed measures have to take into account the possibility of successfully reconciling professional and family life for women so as to include men in these spheres;
Amendment 62 #
Motion for a resolution Recital E b (new) E b. whereas the COVID19 crisis is likely to result in permanent changes to life in Europe, in which digitalisation will have a major role; whereas COVID 19 is also widening the digital gender gap 1a, as women's digital literacy is lacking and majority of services are digitalized; _________________ 1ahttp://www.oecd.org/digital/bridging- the-digital-gender-divide.pdf
Amendment 63 #
Motion for a resolution Recital E b (new) Eb. whereas women and men are different and complementary, they have different preferences, and the search for strict parity in areas of study or occupations would be counter-productive;
Amendment 64 #
Motion for a resolution Recital E b (new) Amendment 65 #
Motion for a resolution Recital E c (new) E c. whereas the FRA’s survey on violence against women shows that 14 % of women have experienced cyber harassment since the age of 15; whereas high incidences of sexual harassment have been reported in STEM education sites, which further excludes women from the sector; whereas many women have been the victims of new forms of online sexual and psychological harassment during the COVID-19 period; whereas measures to address these new forms of sexual and psychological harassment are urgently needed; whereas the hyper- sexualisation and exploitation of women online, in particular via internet pornography, have a devastating effect on the construction of sexuality and on gender equality;
Amendment 66 #
Motion for a resolution Recital E c (new) E c. Whereas the data on entrepreneurship in the STEM and ICT sector points to even greater marginalisation of women; whereas the gender gap in start-ups and venture capital investment is similarly striking; whereas as girls tend to study fewer ICT and STEM subjects throughout secondary school and university, this leads to far fewer women working in these fields and becoming founders and owners of private companies and start-ups; whereas only 17 % of start-up founders are women; whereas women-owned start-ups receive on average of 23 % less funding than men-led businesses;
Amendment 67 #
Motion for a resolution Paragraph 1 1. Considers that in view of the rising demand for STEM practitioners and the importance of STEM-related careers for the future of the European economy, increasing the share of women in the STEM sector is critical to building a more sustainable and inclusive economy and society through scientific, digital and technological innovation; stresses, however, that any such initiative must reflect women's individual choices made freely and independently;
Amendment 68 #
Motion for a resolution Paragraph 1 1. Considers that in view of a considerable gender pay gap in the EU, the fact that women are more likely to have low-waged, part-time, and otherwise precarious jobs, and the rising demand for STEM practitioners, a
Amendment 69 #
Motion for a resolution Paragraph 1 1. Considers that in view of the rising demand for STEM practitioners and the importance of STEM-related careers for the future of the European economy, helping to increas
Amendment 7 #
Motion for a resolution Citation 10 a (new) - having regard to the International Day of Women and Girls in Science of the United Nation on 11. February, in order to achieve full and equal access to and participation in science for women and girls, and further achieve gender equality and the empowerment of women and girls,
Amendment 70 #
Motion for a resolution Paragraph 1 1. Considers that in view of the rising
Amendment 71 #
Motion for a resolution Paragraph 1 1. Considers that in view of the rising demand for STEM practitioners and the importance of STEM-related careers for the future of the European economy, increasing the share of women in the STEM sector is critical to
Amendment 72 #
Motion for a resolution Paragraph 1 a (new) 1 a. whereas the European Research Area Roadmap 2015-2020 calls on the Commission and the Member States to start translating national equality legislation into effective action, in order to combat gender imbalances in research institutions and decision-making bodies and integrate the gender dimension better into R&D policies, programmes and projects, but this has not yet been achieved;
Amendment 73 #
Motion for a resolution Paragraph 1 a (new) 1 a. highlights that the full potential of women’s skills, knowledge and qualifications in the STEM, digital, AI and ICT (information, communication and technology) fields can contribute to boosting the European economy and supporting the goals defined in various EU policies and especially in the Green Deal;
Amendment 74 #
Motion for a resolution Paragraph 1 a (new) 1a. Considers it to be of the utmost relevance that girls and boys have equal access to the teaching of mathematics and science subjects in order to be able to make free and informed career choices;
Amendment 75 #
Motion for a resolution Paragraph 2 2. Reiterates that the main goal should be to remove all sociocultural, psychological and pedagogical barriers restricting women’s interests, preferences and choices,
Amendment 76 #
Motion for a resolution Paragraph 2 2. Reiterates that the main goal should be to
Amendment 77 #
Motion for a resolution Paragraph 2 2. Reiterates that the main goal should be to remove all barriers restricting women’s interests, preferences and choices, without compromising their liberty in making decisions; encourages the Member States to promote the participation of women in STEM studies and careers in their relevant national or regional gender action plans or strategies; considers that these action plans or strategies should aim to increase gender equality by focusing on the eradication of gender stereotypes, the facilitation of access to education and qualifications, a better work-
Amendment 78 #
Motion for a resolution Paragraph 2 2. Reiterates that the main goal should be to remove all barriers restricting
Amendment 79 #
Motion for a resolution Paragraph 2 2. Reiterates that the main goal should be to remove all barriers restricting women and girls’s interests, preferences and choices, without compromising their liberty in making decisions; encourages the Member States to promote the participation of women and girls in STEM studies and careers in their relevant national or regional gender action plans or strategies; considers that these action plans or strategies should aim to increase gender equality by focusing on education and qualifications, a better work-
Amendment 8 #
Motion for a resolution Citation 10 a (new) - having regard to the 2030 Agenda for Sustainable Development, which entered into force in 2016, and in particular to Sustainable Development Goal 5 on gender equality,
Amendment 80 #
Motion for a resolution Paragraph 2 a (new) 2 a. Highlights that high level STEM skills are critical to the process of innovation in cutting-edge ICT areas such as AI or cybersecurity and will therefore be increasingly important to the competitiveness of the European Union in global markets;
Amendment 81 #
Motion for a resolution Paragraph 3 Amendment 82 #
Motion for a resolution Paragraph 3 3. Recognises that gender stereotyping
Amendment 83 #
Motion for a resolution Paragraph 3 3. Recognises that gender stereotyping, cultural discouragement and a lack of awareness and of promotion of female role models hinders and negatively affects girls’ and women’s opportunities in STEM studies
Amendment 84 #
Motion for a resolution Paragraph 3 3. Recognises that
Amendment 85 #
Motion for a resolution Paragraph 3 3. Recognises that
Amendment 86 #
Motion for a resolution Paragraph 3 3. Recognises that gender stereotyping, cultural discouragement and a lack of awareness and of promotion of female role models
Amendment 87 #
Motion for a resolution Paragraph 3 a (new) 3 a. Calls on the Commission and Member States to create new channels to connect with girls and ensure that the digital education reaches all of them; calls for efficient funding and strategies that include positive action, lifelong learning and active encouragement for girls to undertake studies in ICT and STEM areas;
Amendment 88 #
Motion for a resolution Paragraph 4 Amendment 89 #
Motion for a resolution Paragraph 4 Amendment 9 #
Motion for a resolution Citation 10 a (new) - having regard to the 2020 Women in Digital Scoreboard1a , _________________ 1a https://ec.europa.eu/digital-single- market/en/news/digital-economy- scoreboard-shows-women-europe-are- less-likely-work-or-be-skilled-ict
Amendment 90 #
Motion for a resolution Paragraph 4 4. Reaffirms the importance of integrating the awareness of gender bias across all
Amendment 91 #
Motion for a resolution Paragraph 4 4. Reaffirms the importance of integrating the awareness of
Amendment 92 #
Motion for a resolution Paragraph 4 4. Reaffirms the importance of integrating the awareness of gender bias across all relevant sectors, including in the initial and continuous training of teachers; highlights the need to address structural barriers, including socio-economic disadvantage, such as working conditions and work culture, which hinder girls and women from entering a predominantly male-dominated field, and the need to increase the visibility of
Amendment 93 #
4 a. Regrets the fact that women who have the least access to STEM careers are women from disadvantaged socioeconomic backgrounds, such as women in poverty, single mothers, students in precarious situations and migrant women; calls on the Commission and on Member States to collect comparable, harmonised data that will track women from different socioeconomic backgrounds through all educational levels to career choices and development, with a particular view on the challenges faced at different educational and professional levels;
Amendment 94 #
Motion for a resolution Paragraph 4 a (new) 4 a. Calls on the European Commission and Member States to pay careful attention, when realising their action plans, to the different degrees of bias women in Europe experience due to their ethnicity, religion, sexual orientation, age or disability;
Amendment 95 #
Motion for a resolution Paragraph 4 b (new) 4 b. calls on the European Commission to ensure that the gender STEM gap and digital skills gap are fully considered when elaborating measures to ensure Roma women's inclusion and empowerment;
Amendment 96 #
Motion for a resolution Paragraph 5 5. Calls on the Member States to combat gendered labour market segmentation in STEM careers by investing in formal, informal and non- formal education, lifelong learning and vocational training for women to ensure their access to high-quality employment and opportunities to re- and up-skill for future labour market demand; calls, in particular, for greater promotion of entrepreneurship, STEM subjects and digital education for girls from an early age, in order to combat existing educational stereotypes and ensure more women enter developing and well-paid sectors; calls for improved STEM facilities and equal access to STEM facilities; calls for scholarships directed to girls and women who wish to pursue a career in STEM sector, particularly for women and girls in situation of poverty, migrant women and girls, and single mothers;
Amendment 97 #
Motion for a resolution Paragraph 5 5. Calls on the Member States to combat gendered labour market segmentation in STEM careers by investing in formal, informal and non- formal education, lifelong learning and vocational training for women to ensure their access to high-quality employment and opportunities to re- and up-skill for future labour market demand; calls, in particular, for greater promotion of entrepreneurship, STEM subjects and digital education for girls from an early age, in order to combat existing educational stereotypes and ensure more women enter developing and well-paid sectors; emphasises the need to involve the media, including social media, to encourage them to use inclusive language and to avoid stereotypes that result in the formation of opinions against girls’ participation and interest in STEM education;
Amendment 98 #
Motion for a resolution Paragraph 5 5. Calls on the Member States to combat gendered labour market segmentation in STEM careers by investing in formal, informal and non- formal education, lifelong learning and vocational training for women to ensure their access to high-quality employment and opportunities to re- and up-skill for
Amendment 99 #
Motion for a resolution Paragraph 5 5. Calls on the Member States to combat gendered labour market segmentation in STEM careers by investing in formal, informal and non- formal education, lifelong learning and vocational training for women to ensure their access to high-quality employment and opportunities to re- and up-skill for future labour market demand; calls, in particular, for greater promotion of entrepreneurship, STEM subjects and digital education for girls from an early age
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History
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