19 Amendments of Virginie JORON related to 2020/2017(INI)
Amendment 3 #
Draft opinion
Recital A
Recital A
A. whereas gender equality and respect for difference is a core principle of the European Union enshrined in the Treaties, and should be reflected in all EU policies, not least in education, culture and the audiovisual;
Amendment 5 #
Draft opinion
Recital A
Recital A
A. whereas gender equality is a core principle of the European Union enshrined in the Treaties, and should be reflected in all EU policies, not least in education, culture and the audiovisual;
Amendment 8 #
Draft opinion
Recital B
Recital B
Amendment 14 #
Draft opinion
Recital C
Recital C
Amendment 21 #
Draft opinion
Recital C a (new)
Recital C a (new)
Ca. whereas AI should not be used to influence in any way opinions, perceptions or the exercise of free will by individuals;
Amendment 24 #
Draft opinion
Recital D
Recital D
D. whereas women are significantly underrepresented in the AI sectors, either as creators or consumers; whereas the full potential of women’s skills, knowledge and qualifications in the digital, AI and ICT (information, communication and technology) fields can contribute to boosting the European economy; whereas globally only 22 % of AI professionals are female; whereas in the lack of women in AI development not only increases the risk of bias, but also deprives the EU of talent, vision and resources, and is therefore an obstacle to innovationarea of AI, as in all sectors of activity, the number of women involved must not constitute a key analytical criterion, given that it simply reflects women's own choices;
Amendment 32 #
Draft opinion
Paragraph 2
Paragraph 2
2. Calls on the Commission to include the education sector in the regulatory framework for high-risk AI applications given the importance of ensuring that education continues to contribute to the public good and given the high sensitivity of data on pupils, students and other learners; underlines that data sets used to train AI should be reviewed to avoid reinforcing gender stereotypes and other biases;
Amendment 35 #
Draft opinion
Paragraph 1
Paragraph 1
1. Considers that AI has great potential to promote gender equality provided that conscious and unconscious bias are eliminated; stresses the need for AI to respect the principles and values of equality and non- discrimination between women and men; stresses, further, the importance of a risk- based approach and of continuous monitoring of existing and new algorithms; emphasises that the latter must not, on any account and in any way, undermine freedoms and the exercise of free will;
Amendment 38 #
Draft opinion
Paragraph 1 a (new)
Paragraph 1 a (new)
1a. Takes the view that AI must serve users and should not on any account be used to alter individuals' perceptions, ways of thinking or exercise of free will in any way;
Amendment 41 #
Draft opinion
Paragraph 2 a (new)
Paragraph 2 a (new)
2a. Draws the Commission's attention to the risks inherent in the use of new digital technologies in primary and secondary education, and even in preschooling; recalls that minors should be given special protection in relation to the digital content to which they are likely to be exposed, and in relation to the use that new technologies, such as artificial intelligence, may make of their personal data, especially in schools or educational activities; stresses that the use of digital resources in education has produced documented negative effects on pupils’ attention, development and capabilities; calls therefore on the Commission to limit the deployment of artificial intelligence to higher education and research in cases where learners would be liable come into contact with it;
Amendment 44 #
Draft opinion
Paragraph 2
Paragraph 2
2. Calls for 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, while respecting the different choices that men and women make;
Amendment 50 #
Draft opinion
Paragraph 3
Paragraph 3
3. Expresses its concern that schools and other public education providers are becoming increasingly dependent on educational technology services, including AI applications, provided by just a few technology companies; stresses that this may lead to unequal access to data and limit competition by restricting consumer choice; calls for this data to be shared with the relevant public authorities so it can be used in the development of curricula and pedagogical practices (in particular since these services are purchased with public money or offered to public education providers for free, and because education is a common good); dependence is likely to lead to a loss of educational know-how that can be used without digital tools, and ultimately to place European education in thrall to technological undertakings in this field, which would limit the autonomy of individual and institutional consumers, or create inequalities between institutions that are equipped with these technologies and those which are not; calls on the Commission to allow Member States leeway to regulate the use and deployment of digital new technologies within their territory in the light of their specific situations;
Amendment 51 #
Draft opinion
Paragraph 3
Paragraph 3
3. Calls on the Commission and Member States to take into account AI from a gender perspective when developing policy and legislation, and, if necessary, adapt current legislation, including EU programmes;
Amendment 60 #
Draft opinion
Paragraph 4
Paragraph 4
4. Calls on the Commission and Member States to devise policy measures that fully incorporate the gender dimension, such as awareness-raising campaigns, training and curricula, which should provide information to citizens on how algorithms operate, and their impact on citizens’ daily lives;
Amendment 62 #
Draft opinion
Paragraph 3 a (new)
Paragraph 3 a (new)
3a. Stresses that the dependence created in this way on a small number of educational technology players is liable to harm many suppliers, equipment producers or participants, both in the physical resources sector and among producers of knowledge, including as regards the previous generation of IT tools; stresses that it could also lead to unfair differentials in access to data and limit competition by restricting consumer choice, as these risks also arise in the field of culture; calls for this data to be shared with the relevant public authorities so that it can be used in the development of curricula and teaching methods (in particular since these services are purchased with public money or offered to public education providers for free, and because education is a public asset);
Amendment 66 #
Draft opinion
Paragraph 5
Paragraph 5
5. Highlights the importance of the development and deployment of AI applications in the educational, cultural and audiovisual sectors in collecting more accurate and sex-disaggregated data, and applying modern machine learning de- biasing techniques, if needed, to correct stereotype gender bias, which may have negative impacts;
Amendment 73 #
Draft opinion
Paragraph 6
Paragraph 6
6. Stresses the need for diverse teams of developers and engineers working alongside the main actors in the educational, cultural and audiovisual sector in order to prevent gender and cultural bias being inadvertently included in AI algorithms, systems and applications.at the freedom to work and undertake training must not be restricted by binding employment policies, such as mandatory quotas based on criteria such as gender;
Amendment 108 #
Draft opinion
Paragraph 6 a (new)
Paragraph 6 a (new)
6a. Considers that, since automatic translation tools have made so much progress, content providers and commercial digital platforms should be encouraged to provide subtitling of educational and cultural programmes in the languages of the European Union;
Amendment 117 #
Draft opinion
Paragraph 6 b (new)
Paragraph 6 b (new)
6b. Considers that commercial digital platforms should be encouraged to provide access to their programmes in all the languages in which their content is disseminated in Europe, i.e. without blocking access to certain languages according to the geographical location of the consumer when the oral or written version is available for other countries of dissemination.