Activities of Clare MOODY related to 2014/2250(INI)
Plenary speeches (1)
Empowering girls through education in the EU (A8-0206/2015 - Liliana Rodrigues)
Amendments (27)
Amendment 5 #
Motion for a resolution
Recital A
Recital A
A. whereas education is the foundation of responsible citizenship and is, essential to ensure thegender equality and empowerment of girls through education, arising from fundamental human right, and the rights of children and human rightsevery child;
Amendment 17 #
Motion for a resolution
Recital B
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 at schoolthroughout formal and informal education systems at all levels;
Amendment 18 #
Motion for a resolution
Recital B
Recital B
B. whereas the concept of gender is a social construct linked to issues of social class, ethnicity, religion, culture, disability, sexuality and age which lead to economic, cultural and educational injustices, and that social representations of gender are replicated at school;
Amendment 28 #
Motion for a resolution
Recital C
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 32 #
Motion for a resolution
Recital D a (new)
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 36 #
Motion for a resolution
Recital E
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 and the education of boys and men in the tasks from which they are traditionally excluded; whereas progress on childcare support and maternity and paternity leave policies throughout Europe will contribute to women's employment prospects, economic empowerment, and the fight against gender stereotypes, thus empowering girls at all levels of education;
Amendment 49 #
Motion for a resolution
Recital G
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, andwhereas European and national authorities must ensure that teaching materials maydo not contain discriminatory content;
Amendment 52 #
Motion for a resolution
Recital H
Recital H
H. whereas the formal curriculum reflects the cultural and social perspective of each Member State in the construction of girls' and boys' identity, the informal curriculum is a complement tos the formal curriculum and; whereas the hidden curriculum is common to all the situational definitions of the curriculum and; whereas all of these types of curricula are important in the construction of girls' and boys' identity, and local authorities, through their proximity to educational institutions, have a key role to play in informal education;
Amendment 61 #
Motion for a resolution
Recital J a (new)
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)
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 83 #
Motion for a resolution
Paragraph 2
Paragraph 2
2. Calls on educational policy makers to ensure thatin the Commission and Member States to ensure that the commitment to gender equality goes beyond the level of political intentions, and becomes a reality byis manifested in substantially chang increases ing the efforts and resources invested in it;
Amendment 110 #
Motion for a resolution
Paragraph 7
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, and assertiveness which encouraginges informed decision-making for girls and women, both at a personal and professional level;
Amendment 111 #
Motion for a resolution
Paragraph 7
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 116 #
Motion for a resolution
Paragraph 8
Paragraph 8
8. Emphasises the need for European, national, and local institutions to promote programmes to integrate migrant communities in schoolsarginalised communities in general, and girls from those communities specifically, in schools, including immigrants, asylum seekers, and refugees, Roma, persons with disabilities or special needs, persons identifying as LGBTI and all minorities that make up the European social space, as well aswho face multiple discrimination; Emphasises the need for financial assistance programmes for neconomically disadvantagedy families in order to prevent students dropping out of school, particularly girls;
Amendment 121 #
Motion for a resolution
Paragraph 8 a (new)
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 138 #
Motion for a resolution
Paragraph 10
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
Paragraph 10
10. Calls for the promotion of a gender perspective in education on sexuality and the emotions,relationship education, and 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 and boys;
Amendment 154 #
Motion for a resolution
Paragraph 12
Paragraph 12
12. Calls for the development of equal access and use, use of, and education ofn Information and Communication Technologies for girls and boys from pre- school education upwards, paying special attention to children and young people from rural areas, marginalised communities, or with special needs, to improve digital literacy, and disseminate effective methodologies to increase and improve the presence of women in the areas of Mathematics, Science, Engineering and Technology;
Amendment 168 #
Motion for a resolution
Paragraph 15 a (new)
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 173 #
Motion for a resolution
Paragraph 16 a (new)
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 179 #
Motion for a resolution
Paragraph 18 a (new)
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 180 #
Motion for a resolution
Paragraph 18 a (new)
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 182 #
Motion for a resolution
Paragraph 18 b (new)
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 188 #
Motion for a resolution
Paragraph 19
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 the relevant authoritieslocal, regional, national and European policy-makers, on all measures taken and progress made in this area, and the urgent need to convert the gender perspective into an internal and external evaluation element of educational institutions;
Amendment 195 #
Motion for a resolution
Paragraph 21
Paragraph 21
21. Recognises that it ais fundamental to assess the impact of future education legislation on gender equality and, where necessary, to revise existing laws in accordance with this principle;
Amendment 198 #
Motion for a resolution
Paragraph 22
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 203 #
Motion for a resolution
Paragraph 24
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 and Community funds; Calls for EU Structural Funds, and particularly the European Social Fund to be used for gender-specific educational projects, and gender-sensitive educational structures;