4 Amendments of Enrico GASBARRA related to 2014/2250(INI)
Amendment 2 #
Draft opinion
Paragraph 1
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 providing motivation to further enhancinge girls’ participation in science, engineering, technology, agriculture and ICT, and welcomes all initiatives and programmes aiming to attract girls to those areas of study and the corresponding research careers;
Amendment 9 #
Draft opinion
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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;
Amendment 25 #
Draft opinion
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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 30 #
Draft opinion
Paragraph 4
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, or single mothers, regardless of their level of competence (referring to both high- and low-skilled women); insists that such training should be attractive and flexible.