2014/2250(INI) | [ParlTrack]

Julie WARD, Mary HONEYBALL, Eider GARDIAZABAL RUBIAL, Krystyna ŁYBACKA, Sylvie GUILLAUME, Silvia COSTA, Ernest MARAGALL

Draft opinion
Paragraph 2 a (new)

2a. Calls for a revamped impetus to accredit informal education as a certificate of competence, as well as ensure a high standard certificate of work-based learning in relation to vocational education, as this will assist girls in finding better jobs and re-integrate in the labour market ensuring that females are equated to males through dignity and competence;

Amendment 13 #

Julie WARD, Eider GARDIAZABAL RUBIAL, Mary HONEYBALL, Marlene MIZZI, Petra KAMMEREVERT, Sylvie GUILLAUME, Silvia COSTA, Giorgos GRAMMATIKAKIS, Ernest MARAGALL

Draft opinion
Paragraph 2 a (new)

2a. Considers that gender equality in education must include a range of issues, such as literacy including media-literacy, bullying including cyber-bullying, homophobic violence, hate speech, human rights and civic education;

Amendment 14 #

Draft opinion
Paragraph 2 b (new)

2b. Stresses the need to provide a rights- based and gender-sensitive learning environment for all learners both in terms of curriculum and pedagogy, where children (and girls in particular) can learn about their rights and experience democratic processes in schools as well as informal learning environments;

Amendment 15 #

Silvia COSTA

Draft opinion
Paragraph 2 a (new)

2a. Stresses that education must help to develop identities in both boys and girls that are aware, balanced, respectful of other people and capable of empathy and mutual respect, in order to prevent discrimination, aggression and bullying;

Amendment 16 #

Silvia COSTA

Draft opinion
Paragraph 2 b (new)

2b. Stresses that schools should help to develop the intercultural approach to education, in preference to an approach geared to assimilation or multiculturalism, in order to promote openness, mutual respect and intercultural and inter-religious dialogue;

Amendment 17 #

Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL, Ilhan KYUCHYUK

Draft opinion
Paragraph 2 a (new)

2a. Emphasises the importance of learning about child rights in schools, with special attention to gender equality, non-discrimination and European Citizenship; highlights that child rights education aims to foster learning among both girls and boys about equal opportunities, empowering them in taking action as adults to advocate for principles in line with Article 3 of the Lisbon Treaty and the UN Convention on the Rights of the Child;

Amendment 18 #

Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL, Ilhan KYUCHYUK

Draft opinion
Paragraph 2 b (new)

2b. Recalls that poverty and low economic status have a strong impact on gender equality in education, that disproportionally affect girls’ access to schools and universities; therefore, encourages Member States’ initiatives aiming to reduce direct and indirect educational costs for families in need;

Amendment 19 #

Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 2 c (new)

2c. Stresses the need of a school-based sensitive sexuality education as an essential tool to promote gender equality and sexual knowledge, especially among girls;

Amendment 2 #

Jadwiga WIŚNIEWSKA, Zdzisław KRASNODĘBSKI

Draft opinion
Paragraph 1

1. Recalls that gender stereotyping and sexism remain the greatest obstacles to achievement of gender equality, and highlights the importance of combating gender stereotypes in terms of field of studies, academic curricula and performance in and through formal and informal education at all educational levels; also recalls that gendered perception of field of studies and career choices is a main factor of decision on training options; highlights the importance of providing motivation to further enhanc~~ing~~e 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 20 #

Draft opinion
Paragraph 3

3. ~~Emphasi~~Stresses 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 teachergirls need to have positive female role models oin 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 role models in schools and universitiesschools and universities, as well as in the important female role of being a mother;

Amendment 21 #

Marc JOULAUD

Draft opinion
Paragraph 3

3. Emphasises that teachers play a major role in the formation of educational identities and have a ~~significant~~major impact oin ~~aspects of gendered behaviour in school~~determining, at the schooling stage, what behaviour is tolerable and what is not, particularly in the case of girls; 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~~that awareness of equality issues is cultivated among teachers at all levels of formal and informal education; ~~stresses that girls need to have positive female role models in schools and universities;~~

Amendment 22 #

Michaela ŠOJDROVÁ, Bogdan Brunon WENTA

Draft opinion
Paragraph 3

3. Emphasises that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has still to be done to empower teachers on how to promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training to teachers at all levels of formal and informal education; stresses that ~~girls need to have positive female role models in schools and universities~~the predominance of women in the teaching profession is not a decisive factor in this regard, since it is not an expression of increased respect for women, but rather a reflection of their willingness to take on responsibility, of their understanding of the value of education, and of their willingness to work hard, even when the salary is smaller;

Amendment 23 #

Julie WARD, Eider GARDIAZABAL RUBIAL, Mary HONEYBALL, Marlene MIZZI, Petra KAMMEREVERT, Sylvie GUILLAUME, Silvia COSTA, Ernest MARAGALL

Draft opinion
Paragraph 3

3. ~~Emphasis~~Acknowledges 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~~with regard to how they can best promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training tofor teachers at all levels of formal and informal education, including peer- learning and cooperation with external organisations and agencies; stresses that girls need to have positive female role models in schools and universities;

Amendment 24 #

Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL

Draft opinion
Paragraph 3

3. Emphasises that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has still to be done to empower teachers on how to promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training to teachers at all levels of formal and informal education to build awareness on the impact of gender roles and stereotypes on their students’ self-confidence and their subject choices during their studies; stresses that girls need to have positive female role models in schools and universities;

Amendment 25 #

Julie WARD, Eider GARDIAZABAL RUBIAL, Mary HONEYBALL, Krystyna ŁYBACKA, Petra KAMMEREVERT, Sylvie GUILLAUME, Ernest MARAGALL

Draft opinion
Paragraph 3

3. Emphasises that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has still to be done to empower teachers on how to promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training to teachers at all levels of formal and informal education; stresses that girls need to have positive female and male role models in schools and universities which can identify and make the best use of their potential without fear of any discrimination or ambiguity on grounds of gender;

Amendment 26 #

Draft opinion
Paragraph 3 a (new)

3a. Emphasises the importance of health and sexuality education which must include teaching boys and girls about relationships based on equality, consent, respect and reciprocity, as well as teaching about women’s and girls’ rights, including reproductive and sexual health and rights, as a tool to prevent stereotypes and violence against women and girls;

Amendment 27 #

Jadwiga WIŚNIEWSKA

Draft opinion
Paragraph 3 a (new)

3a. Recalls that parents have the right to ensure that their children are raised and educated in accordance with their own religious, philosophical and educational convictions, in accordance with Article 14(3) of the Charter of Fundamental Rights;

Amendment 28 #

Jadwiga WIŚNIEWSKA, Zdzisław KRASNODĘBSKI

Draft opinion
Paragraph 3 b (new)

3b. Calls for Article 10(1) of the Charter of Fundamental Rights to be respected, pursuant to which private schools and schools run by churches or other religious organisations are not required to include content based on concepts of socio- cultural gender and combating stereotypes in their curricula;

Amendment 29 #

Silvia COSTA

Draft opinion
Paragraph 3 a (new)

3a. Stresses the importance of including in development cooperation projects measures concerned with the education of girl children, girls and women;

Amendment 3 #

Andrea BOCSKOR

Draft opinion
Paragraph 1

1. Recalls that gender stereotyping and sexism remain the greatest obstacles to achievement of gender equality, and highlights the importance of combating gender stereotypes in terms of field of studies, academic curricula and performance in and through formal and informal education at all educational levels; also recalls that gendered perception of field of studies and career choices is a main factor of decision on training options; highlights the importance of further enhancing girls’ participation in science, engineering, technology ~~and ICT~~, ICT, arts and creative industries, and welcomes all initiatives and programmes aiming to attract girls to those areas of study and the corresponding research careers;

Amendment 30 #

Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL, Ilhan KYUCHYUK

Draft opinion
Paragraph 4

Amendment 31 #

Jean-François JALKH

Draft opinion
Paragraph 4

4. Recalls the need to ensure access to vocational education and training and adult education, both formal and non-formal, for women who have been obliged to stop their education or quit their jobs in order to take care of family members, regardless of their level of competence (referring to both high- and low-skilled women); insists that such training should be attractive and flexible; stresses that education develops the personality, just as instruction prepares students for professional life; stresses the vital importance of maternity in women’s lives; recalls the need to give women the option of a family career just as much as a professional career.

Amendment 32 #

Draft opinion
Paragraph 4

4. Recalls the need to ensure access to vocational education and training and adult education, both formal and non-formal, for women who have been obliged to stop their education or quit their jobs in order to take care of family members, regardless of their level of competence (referring to both high- and low-skilled women); insists that such training should be attractive and flexible; and encourages any measure that concretely helps women to conciliate family and work or training.

Amendment 33 #

Julie WARD, Eider GARDIAZABAL RUBIAL, Mary HONEYBALL, Marlene MIZZI, Krystyna ŁYBACKA, Petra KAMMEREVERT, Sylvie GUILLAUME, Silvia COSTA, Giorgos GRAMMATIKAKIS, Ernest MARAGALL

Draft opinion
Paragraph 4 a (new)

4a. Calls on the Member States and the Commission to remove barriers to access to formal and informal education, as well as to lifelong learning, by improving awareness and guidance, providing financial support as well as support such as childcare and care for the elderly to enable women and men to participate in lifelong learning, adopting an intergenerational approach and fostering the role played by European Institutions;

Amendment 34 #

Julie WARD, Eider GARDIAZABAL RUBIAL, Mary HONEYBALL, Marlene MIZZI

Draft opinion
Paragraph 4 b (new)

4b. Calls on the European Institute for Gender Equality (EIGE) and Member States to collect comparable gender disaggregated data (both quantitative and qualitative) in the field of education in all Member States;

Amendment 35 #

Julie WARD, Eider GARDIAZABAL RUBIAL, Mary HONEYBALL, Petra KAMMEREVERT, Sylvie GUILLAUME, Ernest MARAGALL

Draft opinion
Paragraph 4 c (new)

4c. Considers that the EU structural funds and particularly the European Social Fund must support educational projects with a gender-specific nature as well as gender-sensitive educational structures;

Amendment 36 #

Julie WARD, Eider GARDIAZABAL RUBIAL, Mary HONEYBALL, Marlene MIZZI, Petra KAMMEREVERT, Sylvie GUILLAUME, Ernest MARAGALL

Draft opinion
Paragraph 4 d (new)

4d. Recalls that educational strategies aiming at ensuring gender equality must actively include boys and men.

Amendment 37 #

Draft opinion
Paragraph 4 a (new)

4a. Emphasises that education is an important tool to assist women to fully participate in social and economic development; calls on the Commission to ensure that education at all levels is accessible to girls and women, that obstacles to accessing education are addressed through the financing of targeted measures; stresses that lifelong learning measures are key in providing women with skills that enable them to return to employment, to better their job, their income and job conditions;

Amendment 38 #

Draft opinion
Paragraph 4 b (new)

4b. Recalls that education is a tool to empower women towards attaining economic independence thereby often providing them with a platform to be survivors rather than victims of domestic violence;

Amendment 39 #

Jadwiga WIŚNIEWSKA, Angel DZHAMBAZKI, Zdzisław KRASNODĘBSKI, Andrew LEWER

Draft opinion
Paragraph 4 c (new)

4c. Stresses that measures are to be taken to ensure that girls with disabilities are given equal opportunity to access education at all levels, thereby providing them with better opportunities when seeking employment and empowering them to overcome multiple forms of discrimination; emphasises that education is an important tool towards giving girls from disadvantaged groups the possibility of living a life free from marginalisation and as active members of society.

Amendment 4 #

Ernest MARAGALL

Draft opinion
Paragraph 1 a (new)

1a. Calls on Member States to develop or reinforce national regulations with a view to counter the negative influence on stereotyped gender roles, coming from values transported through media and advertising, and which too often undermine the school work on these topics;

Amendment 40 #

Ernest MARAGALL

Draft opinion
Paragraph 4 a (new)

4a. Calls on Member States to integrate childcare and early childhood education in their educational systems to enable children to receive gender equality based education from an early age onwards and to enable parents to balance work and family life.

Amendment 41 #

Marc JOULAUD

Draft opinion
Paragraph 4 a (new)

4a. Recalls the role of educational teams in assisting and advising families in relation to children’s school careers with the aim of setting them on a path which accords with their skills, talents and tastes; stresses that the stage at which advice on school careers is given is a decisive one and a time when gender stereotypes may find expression, which can lastingly affect girls’ ability to pursue a professional career which will ensure their personal development and emancipation.

Amendment 42 #

Jadwiga WIŚNIEWSKA

Draft opinion
Paragraph 4 a (new)

4a. Feels that society should accept the differences between men and women in their choice of professional training and careers;

Amendment 5 #

Draft opinion
Paragraph 1 a (new)

1a. Stresses that women and girls are free to decide on their choice of educational path, professional life and career, including when the decision they take is to devote themselves to family and motherhood;

Amendment 6 #

Jadwiga WIŚNIEWSKA, Angel DZHAMBAZKI, Zdzisław KRASNODĘBSKI

Draft opinion
Paragraph 2

2. Stresses the importance of informal education ~~when it comes to tackling the issue of beliefs and traditional practices imposing limitations on girls in education,~~ and calls on the Member States to ensure equal access to education ~~for boys and girls~~ regardless of ~~their~~ ethnic, national, cultural or religious framework~~, in order to achieve real gender equality in education~~;

Amendment 7 #

Fernando MAURA BARANDIARÁN, Juan Carlos GIRAUTA VIDAL, Ilhan KYUCHYUK

Draft opinion
Paragraph 2

2. Stresses the importance of formal and informal education when it comes to tackling the issue of beliefs ~~and~~, traditional practices and social norms imposing limitations on girls in education, and calls on the Member States to ensure equal access to education of the same quality for boys and girls regardless of their economic, social, ethnic, national, cultural or religious framework, including actions to reduce drop-out rates among girls, in order to achieve real gender equality in education;

Amendment 8 #

Michaela ŠOJDROVÁ, Bogdan Brunon WENTA

Draft opinion
Paragraph 2

2. Stresses the importance of informal education and intercultural dialogue when it comes to tackling the issue of beliefs and traditional practices imposing limitations on girls in education, and calls on the Member States to ensure equal access to education for boys and girls regardless of their ethnic, national, cultural or religious framework, in order to achieve real gender equality in access to quality education;

Amendment 9 #

Draft opinion
Paragraph 2

2. Stresses the importance of informal education when it comes to tackling the issue of beliefs and traditional practices imposing limitations on girls in education, and calls on the Member States to ensure equal access to education for boys and girls, particularly those with disabilities, regardless of their ethnic, national, social, cultural or religious framework, in order to achieve real gender equality in education;

source: 549.186

2015/05/21 FEMM 206 amendments...

Amendment 1 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Citation 1 a (new)

– having regard to Articles 14, 18, 28, and 29 of the UN Convention on the Rights of the Child,

Amendment 10 #

Inês Cristina ZUBER

Motion for a resolution
Recital A b (new)

Ab. whereas budget cuts in the education sector, stemming to a large extent from the austerity policies advocated by the EU, are jeopardising free high-quality public education and thus serving to exacerbate inequalities;

Amendment 100 #

Motion for a resolution
Paragraph 6

6. Calls for all EU countries to invest consistently in ~~the production of information and motiv~~awareness-raising and educational campaigns for girls and boys to choose non- stereotyped professions, as well as reflecting on the influence of gender identities and perceptions on girls' life plans, promoting discussion of educational and career choices in the classroom; calls on member states to improve the provision of career guidance for girls and boys as a way of encouraging non-traditional roles;

Amendment 101 #

Motion for a resolution
Paragraph 6

6. Calls for all EU countries to invest consistently in the production of information and motivational campaigns ~~for~~to reduce gender segregation on the labour market, to encourage girls and boys to choose non- stereotyped professions, as well as reflecting on the influence of gender identities and perceptions on girls' life plans, promoting discussion of ~~educational~~course choices and career ~~cho~~s advices in the classroom;

Amendment 102 #

Motion for a resolution
Paragraph 6

6. Calls for all EU countries to invest consistently in ~~the~~ produc~~tion of~~ing information and motivational campaigns for girls and boys ~~to choose non- stereotyped profession~~so that they do not choose courses or professions on the basis of gender stereotypes, as well as reflecting on the influence of ~~gender identities and~~female and male gender perceptions on girls' identity construction and life plans, promoting discussion of educational and career choices inand changes in establishments and the classroom;

Amendment 103 #

Agnieszka KOZŁOWSKA

Motion for a resolution
Paragraph 6

6. Calls for all EU countries to invest consistently in the production of information and motivational campaigns for girls and boys to choose non- stereotyped professions, ~~as well as reflecting on the influence of gender identities and perceptions on girls' life plans~~in case of girls ICT and engineering professions in particular, as well as reflecting on the influence of stereotyped perceptions of gender roles on girls' life plans and later on their position in the labour market, promoting discussion of educational and career choices in the classroom;

Amendment 104 #

Motion for a resolution
Paragraph 6

6. Calls for all EU countries to invest consistently in the production of information and motivational campaigns for girls and boys to choose non- stereotyped professions~~, as well as reflecting on the influence of gender identities and perceptions~~ and on girls' life plans, promoting discussion of educational and career choices in the classroom;

Amendment 105 #

Motion for a resolution
Paragraph 6

6. Urges that all EU countries, and the EU itself as an institution, sign the Istanbul Convention and work together for gender equality in countries outside the EU, on a trans-European basis; Calls for all EU countries to invest consistently in the production of information and motivational campaigns for girls and boys to choose non-stereotyped professions, with a view to combining harmoniously pursuit of a career and starting a family, as well as reflecting on the influence of gender identities and perceptions on girls' life plans, promoting discussion of educational and career choices in the classroom;

Amendment 106 #

Motion for a resolution
Paragraph 6 a (new)

6a. Calls on the Member States to draw on ESI funds to support programmes which work actively with the parents of children from excluded communities and to encourage meaningful and stimulating activities outside school hours and during the school holidays;

Amendment 107 #

Motion for a resolution
Paragraph 7

7. Calls for the promotion of a holistic approach to formal and informal education in schools, a sensitive approach to the inclusion of human rights, human dignity, ~~gender~~ equality between women and men and the development of self-esteem, encouraging informed decision-making for girls and women, both at a personal and professional level;

Amendment 108 #

Motion for a resolution
Paragraph 7

Amendment 109 #

Motion for a resolution
Paragraph 7

Amendment 11 #

Motion for a resolution
Recital A b (new)

Ab. whereas a good quality, public education should be available to all children, without any discrimination;

Amendment 110 #

Motion for a resolution
Paragraph 7

Amendment 111 #

Motion for a resolution
Paragraph 7

7. Calls for the promotion of a holistic approach to formal and informal education in schools, a sensitive approach to the inclusion of human rights, human dignity, gender equality and the development of self-esteem, encouraging informed decision-making for girls and women, both at a personal and professional level; Recognises that education for gender equality must complement civic education for democratic values, and be embedded in a rights-based gender sensitive learning environment, where boys and girls learn about their rights and experience democratic process by, for example, participating in the democratic governance of their schools;

Amendment 112 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT, Marijana PETIR, Constance LE GRIP

Motion for a resolution
Paragraph 7 a (new)

7a. Calls for a good quality, public, and non-discriminatory education system, underlining the importance of education being free at the primary, secondary and higher levels, and free from profit making ventures;

Amendment 113 #

Motion for a resolution
Paragraph 7 a (new)

7a. Stresses that girls who are not allowed to attend school are more exposed to domestic violence;

Amendment 114 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Paragraph 7 b (new)

7b. Calls on the Member States to introduce gender-sensitive educational programmes as well as actions on girl´s and women's rights, gender equality, gender identities and gender relations at all levels of educational systems; calls also for the necessity of peace, anti- discrimination and anti-racism education for both girls and boys in schools at an early stage;

Amendment 115 #

Motion for a resolution
Paragraph 8

8. Emphasises the need for national and local institutions to promote programmes to integrate migrant communities in schools and all minorities that make up the European social space, as well as financial assistance programmes for needy families in order to prevent students dropping out, particularly girls;deleted

Amendment 116 #

Motion for a resolution
Paragraph 8

8. Emphasises the need for European, national, and local institutions to promote programmes to integrate m~~igrant communities in schools~~arginalised 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 as~~who 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 117 #

Motion for a resolution
Paragraph 8

8. Emphasises the need for national and local institutions to promote specific programmes to integrate migrant communities in schools, together with groups discriminated against and ~~all~~ minorities that make up the European social space, in the light of factors such as age, gender, socioeconomic status, cultural background and religion, as well as financial assistance programmes for needy families in order to prevent students dropping out, particularly girls;

Amendment 118 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT, Marijana PETIR

Motion for a resolution
Paragraph 8

8. Emphasises the need for national and local institutions to promote programmes to integrate legal migrant communities in schools and all minorities that are legally making a living within the respective countries and that make up the European social space, as well as financial assistance programmes for needy families in order to prevent students dropping out, particularly girls;

Amendment 119 #

Agnieszka KOZŁOWSKA

Motion for a resolution
Paragraph 8

8. Emphasises the need for national and local institutions to promote programmes to integrate migrant communities in schools and all minorities that make up the European social space, as well as financial assistance programmes for ~~needy~~ families in need of support in order to prevent students dropping out, particularly girls;

Amendment 12 #

Motion for a resolution
Recital A b (new)

Ab. whereas poverty has a strong influence on equal access to education due to both direct and indirect costs of sending children to school, and access to education, in particular higher education, is especially difficult for young people from low-income families, which leads to a reinforcement of the traditional preference for education for boys;

Amendment 120 #

Motion for a resolution
Paragraph 8 a (new)

8a. Calls on the Member States to provide the active support necessary to ensure that migrant women and their families can be taught the language of their host country in locally based free public education services;

Amendment 121 #

Motion for a resolution
Paragraph 8 a (new)

8a. Calls on Member States and the Commission to take an inter-generational approach to education, and remove barriers to access to formal and informal education, including life-long learning, by improving childcare and care for the elderly, as well as maternity and paternity leave, to enable men and women to participate in lifelong learning and vocational training; Recognises that improving women's access to lifelong learning and vocational training will also lead to further empowerment of girls at all levels of education by increasing the number of role-models in girls' environments;

Amendment 122 #

Motion for a resolution
Paragraph 8 a (new)

8a. Calls on the Member States to develop specific programmes to ensure that Roma girls and young women stay in primary, secondary and higher education, and also to put in place special measures for teenage mothers and early school leaver girls, to support uninterrupted education in particular, subsidising their entry onto the labour market, and providing work- based training; further calls on Member States and the Commission to take these measures into account when coordinating and evaluating the National Roma Integration Strategies;

Amendment 123 #

Motion for a resolution
Paragraph 8 a (new)

8a. Calls on European, national and local institutions to raise awareness on the part of women and girls of their rights and their potential by providing them with comprehensive training and information about courses of study and job opportunities on the basis of their aptitudes;

Amendment 124 #

Motion for a resolution
Paragraph 8 b (new)

8b. Notes with concern that, in some Member States, education and professional training for disabled people are separate and inadequate; stresses the importance of integrating women with a disability into standard education and professional systems wherever the disability is not such as to prevent integration; also underscores the importance of developing specific education programmes which are gender- mainstreamed and tailored to the degree of disability of the individuals concerned;

Amendment 125 #

Motion for a resolution
Paragraph 8 b (new)

8b. Calls on the institutions to ensure that girls learn to stand up for their own rights to life and health by providing them with proper education about all the instruments they can draw on to safeguard their own well-being;

Amendment 126 #

Motion for a resolution
Paragraph 8 c (new)

8c. Notes that current education and training systems do not in general manage to prevent a high dropout rate among people with disabilities, and therefore calls on Member States to pay special attention to boys and girls with disabilities or special needs in an educational context, in order to improve their integration and help reduce the school dropout rate to less than 10%;

Amendment 127 #

Motion for a resolution
Paragraph 9

9. Insists on giving special attention to the ~~gender dimension in all its forms, in curricula, content, school programmes~~place of and lres~~son plans, as well as the need to assess the place of~~pect for women in school curricula in various disciplines, highlighting their role in the content taught;

Amendment 128 #

Motion for a resolution
Paragraph 9

9. Insists on giving special attention to the gender dimension in all its forms, in curricula, development aims and learning outcomes, content, school programmes and lesson plans, as well as the need to assess the place of women in school curricula in various disciplines, highlighting their role in the content taught;

Amendment 129 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR, Anna Maria CORAZZA BILDT, Marijana PETIR

Motion for a resolution
Paragraph 9

9. Insists on giving special attention to the gender dimension in all its forms, in curricula, which should explicitly spell out the principle of equality, content, school programmes and lesson plans, as well as the need to assess the place of women in school curricula in various disciplines, highlighting their role in the content taught;

Amendment 13 #

Motion for a resolution
Recital A c (new)

Ac. whereas according to a study conducted by the Directorate General for Internal Policies of the European Parliament, 30 million females of primary school age are globally out of the education system;

Amendment 130 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT, Marijana PETIR

Motion for a resolution
Paragraph 9

9. Insists on giving ~~special~~proper attention to the gender equality dimension in all its forms, in curricula, content, school programmes and lesson plans, as well as the need to assess the place of women in school curricula in various disciplines, highlighting their role in the content taught;

Amendment 131 #

Motion for a resolution
Paragraph 9

9. Insists on giving special attention to ~~the~~ gender ~~dimension~~equality in all its forms, in curricula, content, school programmes and lesson plans, as well as the need to assess the place of women in school curricula in various disciplines, highlighting their role in the content taught;

Amendment 132 #

Motion for a resolution
Paragraph 9 a (new)

9a. Recommends the introduction of feminist self-defence and assertiveness training programmes into the school curricula in order to prevent sexual assault and other acts of interpersonal violence aimed at girls;

Amendment 133 #

Motion for a resolution
Paragraph 10

10. Calls ~~for~~on the appro~~motion of a gender perspective in education on sexuality and the emotions,~~priate institutions in the Member States to encourage equality and equal participation by girls and boys in sport and leisure activities, where stereotypes ~~and expectations based on gender~~ can affect ~~the~~ self-image, health, the acquisition of skills, intellectual development, and social integration ~~and identity construction of girls~~;

Amendment 134 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Linnéa ENGSTRÖM, Maria ARENA, Marc TARABELLA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Paragraph 10

10. Calls for the promotion of ~~a gender perspective in~~ education on sexuality and the related emotions, in sport and leisure activities, where ~~stereotypes and expectations based on gender can affect the self-image,~~ there is greater scope for inequalities to emerge between men and women as regards health, acquisition of skills, intellectual development, and social integration ~~and identity construction of girls~~;

Amendment 135 #

Motion for a resolution
Paragraph 10

10. Calls for the promotion of a gender perspective in ~~education on sexuality and the emotions,~~comprehensive sex and 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;

Amendment 136 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL

Motion for a resolution
Paragraph 10

10. ~~Calls for the promotion of a gender perspective in education on sexuality and the emotions,~~Encourages the competent authorities in the Member States to promote gender equality in their sexual education program when provided, as well as 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;

Amendment 137 #

Michaela ŠOJDROVÁ

Motion for a resolution
Paragraph 10

10. Calls for the promotion of a gender perspective in education on sexuality and the emotions, in sport and leisure activities, where stereotypes and expectations based on gender can affect the self-image, health, acquisition of skills, intellectual development, social integration and identity construction of girls; calls for schools, in the context of education on ethics and the family, to prepare girls and boys for their respective roles in the family, whilst promoting equality, a fair division of responsibilities and a good balance between working life and family life;

Amendment 138 #

Motion for a resolution
Paragraph 10

10. Calls for the promotion of a gender perspective in education on sexuality and the emotions, in sport and leisure activities, where stereotypes and expectations based on gender can affect the self-image, health, acquisition of skills, intellectual development, social integration and identity construction of girls; stresses the importance of foregrounding consent as the basis of a healthy relationship;

Amendment 139 #

Motion for a resolution
Paragraph 10

10. Calls for the promotion of a gender perspective in ~~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 14 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Linnéa ENGSTRÖM, Maria ARENA, Marc TARABELLA, Sophia IN 'T VELD, Angelika MLINAR, Malin BJÖRK

Motion for a resolution
Recital B

B. whereas the concept of gender is a social construct linked to issues of social class, ethnicity, religion, culture, sexuality and age which lead to economic, cultural and educational injustices, and that social representations of gender are replicated at school;deleted

Amendment 140 #

Motion for a resolution
Paragraph 10 a (new)

10a. Recognises that sensitive, age- appropriate, and scientifically accurate sex and relationship education is an essential tool in the empowerment of girls and boys, helping them to make well- informed choices and contributing to wider public health priorities such as the reduction in unplanned pregnancies, reduced maternal and infant mortality, prevention and earlier treatment of sexually transmitted infections and reduced gap in health inequality;

Amendment 141 #

Sophia IN 'T VELD, Sirpa PIETIKÄINEN, Terry REINTKE, Ulrike LUNACEK, Monika VANA

Motion for a resolution
Paragraph 10 a (new)

10a. Calls on the EU and the Member States to introduce into the school curriculum a compulsory subject entitled 'quality comprehensive sexuality education';

Amendment 142 #

Motion for a resolution
Paragraph 10 a (new)

10a. Calls on the Commission to combat discrimination on the grounds of sexual orientation, gender identity, gender expression and sex characteristics in educational settings; urges the Commission to support the inclusion of objective information on LGBTI issues in school curricula; urges the Commission to facilitate peer learning amongst EU Member States in tackling homophobic and transphobic bullying and harassment;

Amendment 143 #

Motion for a resolution
Paragraph 10 b (new)

10b. Calls on the Member States to make age appropriate quality comprehensive sexuality education classes compulsory for all primary and secondary school children and to ensure that space is made available for this subject in school curricula; stresses the importance of regularly reviewing and updating the teaching of sex education and of placing special emphasis on respect for girls, women and on gender equality;

Amendment 144 #

Motion for a resolution
Paragraph 10 c (new)

10c. Calls on the teachers and educational bodies in the Member States to strive for achieving a right balance between the concerns about the sexualisation of girls and its negative consequences on one hand, and ensuring a positive view on sexuality and sexual and reproductive health and rights for girls, on the other hand, when defining the contents and objectives of their quality comprehensive sexuality education programmes;

Amendment 145 #

Motion for a resolution
Paragraph 10 d (new)

10d. Stresses that sexuality education must include the fight against stereotypes, prejudices, all forms of gender violence and violence against women and girls, shed light on and denounce any discrimination on the grounds of gender and, sexual orientation, and structural barriers to substantive equality, in particular equality between women and men, as well as emphasise mutual respect and shared responsibility;

Amendment 146 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT, Marijana PETIR, Constance LE GRIP

Motion for a resolution
Paragraph 10 e (new)

10e. Underlines that sexual education must include non-discriminatory information and convey a positive view of LGBTI persons, in order to underpin and protect in an effective manner the rights of young LGBTI people;

Amendment 147 #

Motion for a resolution
Paragraph 11

11. Encourages girls and boys ~~to try new roles, activities and educational areas,~~in the education process to take an equal interest in all subjects, in particular as regards scientific and technical subjects, also encouraging their equal participation ~~of girls and boys~~ in collective decision-making and school management, as well as in all extracurricular activities;

Amendment 148 #

Motion for a resolution
Paragraph 11

11. Encourages girls and boys to try new roles, activities and educational areas, beyond gender stereotypes, promoting and attaching importance to boys’ learning about values regarded as female, in areas such as domestic work and care, and encouraging equal participation of girls and boys in collective decision-making and school management as well as in all extracurricular activities;

Amendment 149 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR, Constance LE GRIP

Motion for a resolution
Paragraph 11

11. Encourages girls and boys to try new roles, activities and educational areas, encouraging equal participation and representation of girls and boys in collective decision-making and school management as well as in all extracurricular activities;

Amendment 15 #

Motion for a resolution
Recital B

B. whereas ~~the concept of gender is a social construct linked to issues of social class, ethnicity, religion, culture, sexuality and age which l~~gender stereotypes assign different, determined and limited roles to men and women and these roles are shaped through a multiplicity of social variables and disseminated or reproduced by parents, education and media; whereads t~~o economic, cultural and educational injustices, and~~hese gender roles are integrated by individuals during thate social ~~representations of gender are replicated at school~~isation phases of childhood and adolescence and therefore influence their lives and might limit women's and men's personal development;

Amendment 150 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Paragraph 11

11. Encourages girls and boys to try new roles, activities and educational areas, encouraging equal participation of girls and boys in collective decision-making and school management as well as in all extracurricular activities, and calls on those involved to ensure that funding for these effective activities is protected;

Amendment 151 #

Motion for a resolution
Paragraph 12

12. Calls for the development of equal access and use of Information and Communication Technologies for girls and boys from pre-school education upwards, paying special attention to children and young people from rural areas, to improve digital literacy, and disseminate effective ~~methodologies to increase and improve the presence of women in the areas of Mathematics, Science, Engineering~~policy instruments to increase the number of female students and graduates in the areas of Science and Technology;

Amendment 152 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Paragraph 12

12. Calls for the development of equal access and use of Information and Communication Technologies for girls and boys from pre-school education upwards, paying special attention to children and young people from rural areas, to improve digital literacy, and disseminate effective educational methodologies to increase and improve the presence of women in the areas of Mathematics, Science, Engineering and Technology;

Amendment 153 #

Motion for a resolution
Paragraph 12

12. Calls for the development of equal access and use of Information and Communication Technologies for girls and boys from pre-school education upwards, paying special attention to children and young people from rural areas, to improve digital literacy, ~~and~~to disseminate effective methodologies and to improve teacher training in order to increase and improve the presence of women in the areas of Mathematics, Science, Engineering and Technology;

Amendment 154 #

Motion for a resolution
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 155 #

Motion for a resolution
Paragraph 13

13. Calls for complementary activities which strengthen the formal curriculum with regard to gender equality and training for entrepreneurship, as well as the implementation of informal education programmes for gender education in the community via local authorities;deleted

Amendment 156 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Paragraph 13

Amendment 157 #

Motion for a resolution
Paragraph 13 a (new)

13a. Notes that informal education also plays a key role in confidence building for girls and young women;

Amendment 158 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Paragraph 14

14. Calls on the authors and publishers of educational materials to be aware of the need to make gender equality a criterion for the production of these materials, recommending the use of teams of teachers and students in the creation of training materials on gender equality;deleted

Amendment 159 #

Motion for a resolution
Paragraph 14

14. Calls on the authors and publishers of educational materials to be aware of the need to make ~~gender~~ equality between men and women a criterion for the production of these materials, ~~recommending the use of~~using teams of teachers and students in the creation of training materials ~~on gender equality~~;

Amendment 16 #

Aldo PATRICIELLO

Motion for a resolution
Recital B

B. whereas the concept of gender is a social construct linked to ~~issues~~a limited view of social class, ethnicity, religion, culture, sexuality and age; wh~~ich~~ereas this leads to economic, cultural and educational injustices, and that social representations of gender are ~~replicated~~brought together extremely effectively at school;

Amendment 160 #

Beatriz BECERRA BASTERRECHEA, Catherine BEARDER, Angelika MLINAR, Izaskun BILBAO BARANDICA, Sophia IN 'T VELD

Motion for a resolution
Paragraph 14

Amendment 161 #

Motion for a resolution
Paragraph 14 (new)

14a. Calls for the implementation of sexual and relationship education in curricular programmes aimed at empowering girls through awareness and control over their own bodies, while calling for all other curricular subjects to maintain coherence with these principles;

Amendment 162 #

Motion for a resolution
Paragraph 15

Amendment 163 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Paragraph 15

15. Underlines the need to prepare and disseminate guidelines for schools, teachers and those responsible for setting the curriculum in order to embrace a gender perspective and gender equality,; a~~nd asks~~sks education policymakers and teachers to analyse and eliminate stereotypes and sexist distortions that the textbooks and teaching materials may include in their content, language and illustrations, encouraging them also to combat this sexism in literature, film, music, games, media, advertising and other areas that contribute decisively to changing the attitudes, behaviour and identity of boys and girls;

Amendment 164 #

Motion for a resolution
Paragraph 15

15. Underlines the need to prepare and disseminate guidelines for schools, teachers and those responsible for setting the curriculum in order to embrace a gender perspective and gender equality, and asks teachers to analyse and eliminate stereotypes and sexist distortions that the teaching materials may include in their content, language and illustrations, encouraging them also to combat thiequality, and recommends that the training of teachers and other educational workers be directed towards fulfilling the requirements of a balanced gender policy in schools and in the academic curriculum; insists on the importance of training of young teachers as well as sex~~ism in literature, film, music, games and other areas that contribute decisively to ch~~perienced teachers - through life-long and regular trainings - which must aim at a deep understangding of the ~~attitudes, behaviour and identity of boys and girls~~reproduction of gender stereotypes at school and the necessary efforts to overcome them;

Amendment 165 #

Motion for a resolution
Paragraph 15

Amendment 166 #

Motion for a resolution
Paragraph 15

Amendment 167 #

Motion for a resolution
Paragraph 15

15. ~~Underlines the need~~Calls on the Member States to prepare and disseminate guidelines for schools, teachers and those responsible for setting the curriculum in order to embrace a gender perspective and gender equality, and ~~asks teachers to analyse and~~the eliminateion of stereotypes and sexist distortions that the teaching materials may include in their content, language and illustrations, encouraging them also to combat this sexism in literature, film, music, games and other areas that contribute decisively to changing the attitudes, behaviour and identity of boys and girls;

Amendment 168 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Paragraph 15 a (new)

15a. Recognises that formal and informal education programmes must address and fight against gender-based violence, gender discrimination, harassment, homophobia and transphobia, in all their forms, including forms of cyber-bullying or online harassment;

Amendment 169 #

Motion for a resolution
Paragraph 16

16. Calls for the need to include, both in the initial and ongoing training of teachers, strategies to reflect on their own identity, beliefs, values, prejudices, expectations, attitudes and gender representations, as well as on their teaching practices, in order to remove any obstacles to realising girls' full potential;deleted

Amendment 17 #

Motion for a resolution
Recital B

Amendment 170 #

Motion for a resolution
Paragraph 16

16. ~~Calls for~~Stresses the need to in~~clude,~~tegrate study and application of the principle of equality between women and men into both in the initial and ongoing training of teachers, including strategies tofor reflection on t~~heir~~eachers’ own identity, beliefs, values, prejudices, expectations, attitudes and gender representations, as well as on their teaching practices, in order to remove any obstacles to realising girls'’ full potential;

Amendment 171 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Paragraph 16

16. Calls for the need to include, both in the initial and ongoing training of teachers, strategies to reflect on their own identity, beliefs, values, prejudices, expectations, attitudes and gender representations, within the family, society and the workplace, as well as on their teaching practices, in order to remove any obstacles to realising girls' full potential;

Amendment 172 #

Motion for a resolution
Paragraph 16

Amendment 173 #

Motion for a resolution
Paragraph 16 a (new)

16a. Acknowledges the gender discrepancies in rates of diagnosis and identification of learning difficulties and special educational needs (SEN); stresses the need for a gender-sensitive and intersectional approach to identifying SEN and meeting the specific needs of all learners; supports the development of gender-sensitive screening tools;

Amendment 174 #

Motion for a resolution
Paragraph 17

~~17. Stresses the need to organise awareness-raising initiatives, training and integration of the gender perspective for all involved in education policy and also for parents and employers;~~deleted

Amendment 175 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT

Motion for a resolution
Paragraph 17 a (new)

17a. Notes the need for measures to encourage the specific promotion of women in the fields of culture and the production and dissemination of artistic and intellectual works, combating the structural and widespread discrimination experienced by women in this sphere, fostering a balanced representation of women and men in public artistic and cultural activities, and providing for financial support and positive actions to correct situations of inequality in these areas;

Amendment 176 #

Motion for a resolution
Paragraph 18

18. Calls for every effort to be made to ensure that employment in the area of early childhood education, primary education and care is promoted as validuable work for both women and men~~, reflecting on the relevance of using a system of quotas for men in these areas in the transitional arrangements~~;

Amendment 177 #

Motion for a resolution
Paragraph 18

18. Calls for every effort to be made to ensure that employment in the area of early childhood education, primary education and care is promoted as valid work for both women and men~~, reflecting on the relevance of using a system of quotas for men in these areas in the transitional arrangements~~;·

Amendment 178 #

Motion for a resolution
Paragraph 18

Amendment 179 #

Motion for a resolution
Paragraph 18 a (new)

18a. Strongly believes that the transformative potential of education to champion gender equality and challenge violence against women and girls depends upon school environments which are safe and free from violence; stresses that anti- bullying strategies should take full account of gender dimensions;

Amendment 18 #

Motion for a resolution
Recital B

B. whereas the concept of gender is a 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 180 #

Motion for a resolution
Paragraph 18 a (new)

18a. Emphasises that any strategy for promoting gender equality and for the empowerment of girls and women must actively involve and engage boys and men;

Amendment 181 #

Motion for a resolution
Paragraph 18 a (new)

18a. Stresses the importance of putting in place educational measures with a view to recognising, and teaching people about, the role of women in history, science, politics, literature, the arts, education, etcetera;

Amendment 182 #

Motion for a resolution
Paragraph 18 b (new)

18b. Recognises that teachers' trade unions can play an important role in ensuring that curricula and classroom environments promote gender equality;

Amendment 183 #

Motion for a resolution
Paragraph 18 b (new)

18b. Highlights the importance of public authorities’ promoting courses about and research into the significance and scope of gender equality, as part of third-level education, notably by including gender- equality-related subjects in the syllabuses, introducing specific postgraduate courses and furthering specialised studies and research in the field;

Amendment 184 #

Motion for a resolution
Paragraph 18 c (new)

18c. Underscores the importance of adequate provision at affordable prices – including free provision for poor families – of high-quality support and care services for children and elderly and other dependent persons, so that women can reconcile family life with continuing education and training;

Amendment 185 #

Motion for a resolution
Paragraph 18 d (new)

18d. Calls on the EU institutions and on Member States to make progress on the mutual recognition of diplomas, certificates and other evidence of vocational qualifications issued in the various Member States, and on coordinating and harmonising national rules on access to various professions, so that emigrant women from within or outside the Union can get jobs appropriate to their training and qualifications;

Amendment 186 #

Motion for a resolution
Paragraph 19

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, ongoing communication of information to the relevant authorities 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;deleted

Amendment 187 #

Motion for a resolution
Paragraph 19

19. Notes the need for monitoring and evaluation by independent bodies of progress made as a result of the adoption of gender equality policies in educational institutions, ongoing communication of information to the relevant authorities on all measures taken and progress made in this area, and the urgent need to convert the gender perspective into an standard element in the internal and external evaluation ~~element~~ of educational institutions;

Amendment 188 #

Motion for a resolution
Paragraph 19

19. Notes the need for monitoring and evaluation by independent bodies of progress made as a result of the adoption of gender equality policies in educational institutions, as well as the need for ongoing communication of information to ~~the relevant authorities~~local, 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 189 #

Motion for a resolution
Paragraph 19 a (new)

19a. Highlights the important function of cooperation among different educational administrative bodies and of exchanges of good practice in terms of developing projects and programmes for promoting awareness of the principles of coeducation and meaningful equality between women and men, and disseminating them, among members of the education community;

Amendment 19 #

Motion for a resolution
Recital B a (new)

Ba. whereas education can transform a society and contribute to social, economic, political and gender equality;

Amendment 190 #

Motion for a resolution
Paragraph 20

20. Reiterates the importance of conducting impact studies for educational policies on gender equality, providing qualitative and quantitative instruments for the assessment of this impact~~, and using a budgetary strategy based on gender to promote both access and the right to educational resources~~;

Amendment 191 #

Motion for a resolution
Paragraph 20

20. Reiterates the importance of conducting impact studies for educational policies on ~~gender~~the emancipation of women and girls, providing qualitative and quantitative instruments for the assessment of this impact~~, and using a budgetary strategy based on gender to promote both access and the right to educational resources~~;

Amendment 192 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT

Motion for a resolution
Paragraph 20

20. Reiterates the importance of conducting impact studies for educational policies ~~on gender~~to address gender inequalities, providing qualitative and quantitative instruments for the assessment of this impact, and using a budgetary strategy based on gender to promote both access and the right to educational resources;

Amendment 193 #

Motion for a resolution
Paragraph 20

20. RCalls on the EIGE to continue its work on putting together gender specific data and scoreboards in all policy areas and reiterates the importance of conducting impact studies for educational policies on gender, providing qualitative and quantitative instruments for the assessment of this impact, and using a budgetary strategy based on gender to promote both access and the right to educational resources;

Amendment 194 #

Motion for a resolution
Paragraph 21

~~21. Recognises it as fundamental to assess the impact of future education legislation on gender equality and, where necessary, to revise existing laws in accordance with this principle;~~deleted

Amendment 195 #

Motion for a resolution
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 196 #

Motion for a resolution
Paragraph 21

21. Recognises it as fundamental to assess the impact of future education legislation on ~~gender equality~~the emancipation of women and girls and, where necessary, to revise existing laws in accordance with this principle;

Amendment 197 #

Motion for a resolution
Paragraph 22

22. Stresses that the monitoring procedures for implementing ~~gender equality program~~programmes on equality between men and womesn and respective assessment must be carried out by ~~educational research centres in close cooperation with experts in gender issues,~~the Member States in cooperation with the bodies set up by the EU and local authorities;

Amendment 198 #

Motion for a resolution
Paragraph 22

22. Stresses that the monitoring procedures for implementing gender equality programmes and respective assessment be carried out by educational research centres in close cooperation with experts in gender issues, the bodies set up by the EU and local authorities; Calls for quantitative and qualitative gender-disaggregated data to be collected by Member States and the Commission;

Amendment 199 #

Motion for a resolution
Paragraph 22 a (new)

22α. Points out that any policies designed to achieve gender equality must also seek to consolidate the notion of the family as the core component of society and, if they fail to do so, must be must be adjusted accordingly.

Amendment 2 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Citation 1 a (new)

- having regard to its resolution of 29 May 2008 on how marketing and advertising affect equality between women and men,

Amendment 20 #

Motion for a resolution
Recital B a (new)

Ba. whereas the decisions made by students at school can impact on choices throughout their life, and therefore contributes to wider gender-based segregation in the job market;

Amendment 200 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Paragraph 23

~~23. Suggests the creation of an Annual European Award for Gender Equality for educational institutions and encourages Member States to do the same at national level;~~deleted

Amendment 201 #

Motion for a resolution
Paragraph 23

23. Suggests the creation of an Annual European Award for Gender Equality for educational institutions which have excelled in attaining this objective and encourages Member States to do the same at national level;

Amendment 202 #

Motion for a resolution
Paragraph 23

23. Suggests the creation of an Annual European Award for ~~Gender Equality~~the Emancipation of Women through Education for educational institutions and encourages Member States to do the same at national level;

Amendment 203 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Paragraph 24

24. Stresses the need to draw up plans of action and to allocate resources for the implementation of a gender equality programme, recommending the use of European instruments available for this purpose, namely the Investment Plan, the Horizon 2020 Programme 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;

Amendment 204 #

Motion for a resolution
Paragraph 24

24. Stresses the need to draw up plans of action and to allocate resources for the implementation of a gender equality programme, recommending the use of European instruments available for this purpose, namely the Investment Plan, the Horizon 2020 Programme ~~and Community~~, the European Social Fund, as well as structural funds;

Amendment 205 #

Motion for a resolution
Paragraph 24

24. Stresses the need to draw up plans of action and to allocate resources for the implementation of a ~~gender equality programme~~programme on the emancipation of women and girls through education, recommending the use of European instruments available for this purpose, namely the Investment Plan, the Horizon 2020 Programme and Community funds;

Amendment 206 #

Motion for a resolution
Paragraph 24 a (new)

24a. Emphasises the need for institutions to invest in suitable programmes, including financing programmes, which facilitate the integration of women into working life, on the basis of meritocratic principles and equality with men;

Amendment 21 #

Motion for a resolution
Recital B a (new)

Ba. whereas the situation of girls can only be improved if pupils and students with a disability have equal access to high-quality education fully in keeping with the principles of inclusion;

Amendment 22 #

Motion for a resolution
Recital B b (new)

Bb. whereas a good quality, public education should be free and available to all children regardless of their residence status;

Amendment 23 #

Motion for a resolution
Recital C

C. ~~considering the significant influence of family attitudes, of peers and teachers in the selection of students’ study areas and changing gender stereotypes, and given that teachers as~~given that teachers are agents of social change, bythrough their attitudes and teaching practices, and are essential to the promotion of gender equality;

Amendment 24 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL

Motion for a resolution
Recital C

C. considering the significant influence of family attitudes, of peers and teachers in the selection of students' study ~~areas and changing gender stereotypes,~~ and given that teachers as agents of social change, by their attitudes and teaching practices, are essential to the promotion of ~~gender equality~~mutual respect between boys and girls;

Amendment 25 #

Motion for a resolution
Recital C

C. ~~considering~~whereas the significant influence of family ~~attitude~~members' opinions, of peers and teachers in the selection of students' study areas and changing gender stereotypes, and given that teachers as agents of social change, by their attitudes and teaching practices, are essential to the promotion of gender equality, also considering that school teachers can reach out to parents and raise their awareness on gender equality and their children's potential regardless of their gender;

Amendment 26 #

Sophia IN 'T VELD, Sirpa PIETIKÄINEN, Terry REINTKE, Ulrike LUNACEK, Monika VANA

Motion for a resolution
Recital C

C. considering the significant influence of the social environment, family attitudes, of peers ~~and teachers~~, teachers and centres for tutoring and advice on course choice 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 27 #

Motion for a resolution
Recital C

C. considering the significant influence of family attitudes, of peers and teachers in the selection of students' study areas and changing gender stereotypes, and given that teachers as agents of social change, by their attitudes and teaching practices, are essential to the promotion of gender equality, diversity and mutual understanding and respect;

Amendment 28 #

Motion for a resolution
Recital C

C. considering the significant influence of family attitudes, of peers, role models, and teachers in the selection of students' study areas and changing gender stereotypes, and given that teachers as agents of social change, by their attitudes and teaching practices, are essential to the promotion of gender equality;

Amendment 29 #

Sophia IN 'T VELD, Sirpa PIETIKÄINEN, Terry REINTKE, Ulrike LUNACEK, Monika VANA

Motion for a resolution
Recital D

D. whereas ~~a gender perspective and gender equality should be incorporated into all levels of education in order to~~gender equality must be promote,d among girls and boys, women and men, the values of justice and democratic citizenship, in order to ~~build a genuine partnership between the genders with regard to~~provide equal opportunities in public and private spheres;

Amendment 3 #

Motion for a resolution
Citation 20 a (new)

- having regard to the LGBT survey "European Union lesbian, gay, bisexual and transgender survey" by the European Union Agency for Fundamental Rights (FRA), 2013

Amendment 30 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Recital D

D. whereas a gender perspective and gender equality should be incorporated into all levels and facets of education in order to promote, among girls and boys, women and men, the values of justice and democratic citizenship, in order to build a genuine partnership between the genders with regard to public and private spheres;

Amendment 31 #

Motion for a resolution
Recital D

D. whereas ~~a gender perspective and~~ gender equality should be incorporated into all levels of education in order to promote, among girls and boys, women and men, the values of justice and democratic citizenship, in order to build a genuine partnership between the genders with regard to public and private spheres;

Amendment 32 #

Motion for a resolution
Recital D a (new)

Da. Whereas there is a need for more women role models in male-dominated fields such as science, engineering, technology, mathematics, and entrepreneurship, and mentoring networks and peer-to-peer learning are effective in empowering girls in this field;

Amendment 33 #

Motion for a resolution
Recital E

Amendment 34 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Recital E

Amendment 35 #

Motion for a resolution
Recital E

E. whereas unskilled and poorly paid work is commonly attributed to women and they continue to be responsible for most of the care ~~within the family~~of family and other dependents, 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;

Amendment 36 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR, Constance LE GRIP

Motion for a resolution
Recital E

E. whereas unskilled and poorly paid work is commonly attributed to women and they continue to be responsible for most of the care within the family, which limits access to paid full-time employment, and that gender equality cannot be reduced to providing women with the standard of success defined by men, but involves the recognition of all the work done by women 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 37 #

Motion for a resolution
Recital E

E. whereas ~~unskil~~data availabled a~~nd poorly paid work is commonly attributed to wo~~ttest that women are less well rewarded financially for their qualifications and experience than men 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~~which are traditionally ~~exclud~~feminised;

Amendment 38 #

Nicola CAPUTO

Motion for a resolution
Recital E a (new)

Ea. whereas single-parent households are usually headed by women who, consistently lacking social support, are reliant on the assistance of a wider circle relatives extended family, which is not always conducive to the development of independence and self-reliance;

Amendment 39 #

Nicola CAPUTO

Motion for a resolution
Recital E b (new)

Eb. whereas there is a need for greater attention to policies combining family life with work or education, involving men more closely in caring for children, resulting in a redistribution of tasks relating to the provision of such care within the family;

Amendment 4 #

Motion for a resolution
Citation 20 a (new)

- having regard to the Universal Declaration of Human Rights (Art. 26);

Amendment 40 #

Motion for a resolution
Recital F

F. whereas, even though women ~~have~~obtain more secondary and university ~~education~~diplomas, their professional activity is mainly related to tasks aimed at reproducing and extending traditional social and economic structures and there is a need to increase the presence of women both in vocational education and in ~~Mathematics, Science, Engineering~~Science and Technology courses;

Amendment 41 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Recital F

F. whereas, even though women have more secondary and university education, both the educational fields and their professional activity ies mainly related to tasks aimed at reproducing and extending traditional social and economic structures and there is a need to increase the presence of women both in vocational education and in Mathematics, Science, Engineering and Technology;

Amendment 42 #

Motion for a resolution
Recital F

F. whereas, even though ~~women have more~~on average women have a higher level of secondary and university education, their professional activity is ~~mainly~~often related to tasks aimed at reproducing and extending traditional social and economic structures and there is a need to increase the presence of women both in vocational education and in the growing and essential sectors of Mathematics, Science, Engineering and Technology;

Amendment 43 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR, Constance LE GRIP

Motion for a resolution
Recital F

F. whereas, even though more women have ~~more~~access to secondary and university education, their professional activity is mainly related to tasks aimed at reproducing and extending traditional social and economic structures and there is a need to increase the presence of women both in vocational education and in Mathematics, Science, Engineering and Technology;

Amendment 44 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR, Constance LE GRIP

Motion for a resolution
Recital F a (new)

Fa. whereas a more equal allocation of educational resources would result in a greater access of girls to the labour market and a balanced participation of women and men in the working market could foster the economic perspectives of the European Union;

Amendment 45 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT, Marijana PETIR

Motion for a resolution
Recital F b (new)

Fb. whereas the impact of gender stereotypes on education and training has strong implications for the labour market, where women still face both horizontal and vertical segregation, and whereas this contributes to certain sectors still being considered 'male' (with more than 85% men) and their pay levels consequently being higher than those of sectors considered 'female' (with more than 70% women);

Amendment 46 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Recital G

G. whereas European and national authorities should encourage gender equality in educational institutions by all means possible~~, and gender education should be a fundamental part of the curriculum and school programmes, and teaching materials may contain discriminatory content~~;

Amendment 47 #

Motion for a resolution
Recital G

G. whereas European and national authorities should encourage gender equality in educational institutions by all means possible, and gender education should be a fundamental part of the curriculum and school programmes~~, and teaching materials may contain discriminatory content~~;

Amendment 48 #

Motion for a resolution
Recital G

G. whereas ~~European and~~ national authorities should encourage gender equality in educational institutions ~~by all means possible~~, and gender education should be ~~a fundamental~~ part of the curriculum and school programmes, ~~and teaching materi~~the content of which falls ~~may contain discriminatory content~~within the remit of the Member States only;

Amendment 49 #

Motion for a resolution
Recital G

G. whereas European and national authorities should encourage gender equality in educational institutions by all means possible, and gender education should be a fundamental part of the curriculum and school programmes, ~~and~~whereas European and national authorities must ensure that teaching materials ~~may~~do not contain discriminatory content;

Amendment 5 #

Motion for a resolution
Recital A

A. whereas education is the foundation of responsible citizenship ~~and is~~, essential to ensure ~~the~~gender equality and empowerment of girls through education, a~~rising from~~ fundamental human right, and the rights of ~~children and human rights~~every child;

Amendment 50 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL

Motion for a resolution
Recital H

H. whereas the formal curriculum reflects the cultural and social perspective of each Member State in the construction of girls’ and boys’ identity, the informal curriculum is a complement to the formal curriculum and the hidden curriculum is common to all the situational definitions of the curriculum and all of these 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;deleted

Amendment 51 #

Motion for a resolution
Recital H

H. whereas the formal curriculum ~~reflect~~influences the cultural and social perspective of each Member State in the construction of girls' and boys' identity, the informal curriculum is a complement to the formal curriculum and the hidden curriculum is common to all the situational definitions of the curriculum and all of these 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 52 #

Motion for a resolution
Recital H

H. whereas the formal curriculum reflects the cultural and social perspective of each Member State in the construction of girls' 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 53 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Marijana PETIR

Motion for a resolution
Recital I

I. whereas, in order to fight gender inequality, constant pedagogical supervision of curricula, objectives, content, strategies, materials, evaluation, disciplinary programmes and lesson plans is essential, as well as monitoring and evaluation by educational research centres and specialists in gender equality;deleted

Amendment 54 #

Motion for a resolution
Recital I

I. whereas, in order to fight gender inequality, ~~constant~~ pedagogical supervision of curricula, objectives, content, strategies, materials, evaluation, disciplinary programmes and lesson plans is essential~~, as well as monitoring and evaluation by educational research centres and specialists in gender equality~~;

Amendment 55 #

Motion for a resolution
Recital I

I. whereas, in order to fight gender inequality, constant pedagogical supervision of curricula, objectives, content, strategies, materials, evaluation, disciplinary programmes and lesson plans is essential, as well as monitoring and evaluation by ~~educational research centres and specialists in gender equalit~~the appropriate national bodies only;

Amendment 56 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT, Marijana PETIR

Motion for a resolution
Recital I

I. whereas, in order to fight gender inequality, constant pedagogical supervision of curricula, ~~objectiv~~development aims and learning outcomes, content, strategies, materials, evaluation, disciplinary programmes and lesson plans is essential, as well as monitoring and evaluation by educational research centres and specialists in gender equality;

Amendment 57 #

Motion for a resolution
Recital J

J. whereas violence against women is the main impediment to equality between men and women and can be combatted through education; whereas not all EU countries have ratified the Istanbul Convention and the EU has responsibilities in the initiative and funding of projects that promote gender equality;

Amendment 58 #

Motion for a resolution
Recital J a (new)

Ja. whereas women and girls with a disability are exposed to multiple discrimination which both determines and hinders their access to education and training;

Amendment 59 #

Motion for a resolution
Recital J a (new)

Ja. whereas education is one of the keys to improving the life of girls, their families and the community as a whole; whereas, according to expert studies, each additional year that a girl invests in secondary education increases her income by over 15 %;

Amendment 6 #

Motion for a resolution
Recital A a (new)

Aa. whereas poverty, social exclusion and the inadequacy or poor availability of preschool, school and out-of-school networks are among the biggest obstacles preventing girls from gaining access to education; whereas the ways in which children spend their free time give rise to inequality in formal education;

Amendment 60 #

Motion for a resolution
Recital J b (new)

Jb. whereas better educated girls are able to obtain better jobs, are likely to enjoy better health and are able progressively pass on these benefits to their children as they grow up;

Amendment 61 #

Motion for a resolution
Recital J a (new)

Ja. Whereas school-related gender-based violence (SRGBV) includes acts of sexual, physical and/or psychological violence inflicted on children because of gendered stereotypes and social norms; whereas SRGBV is a major barrier to access, participation and attainment;

Amendment 62 #

Mary HONEYBALL, Julie WARD, Clare MOODY

Motion for a resolution
Recital J b (new)

Jb. Whereas significant disproportionalities exist in the identification of special educational needs (SEN); whereas boys are universally more likely to be identified as having special needs, especially 'non-normative' difficulties such as ASD and dyslexia where professional judgment plays a larger role in identification;

Amendment 63 #

Motion for a resolution
Recital J c (new)

Jc. whereas there is a strong link between guaranteed levels of education for girls in a country and its economic strength, while the fact that education gives more power to women is even more important 1a 1a http://www.unicef.it/doc/1197/lunicef- nella-giornata-della-donna-listruzione- femminile-base-dellemancipazione.htm ___

Amendment 64 #

Motion for a resolution
Recital J d (new)

Jd. whereas the education is a fundamental human right that is essential in order to exercise all other rights2a; __________________ 2ahttps://europa.eu/eyd2015/it/eu- european-parliament/posts/every-girl- and-woman-has-right-education

Amendment 65 #

Motion for a resolution
Recital J e (new)

Je. whereas 17% of adults worldwide, two-thirds (493 million) of them women, are unable to read or write;3a __________________ 3ahttps://europa.eu/eyd2015/it/eu- european-parliament/posts/every-girl- and-woman-has-right-education

Amendment 66 #

Motion for a resolution
Recital J f (new)

Jf. whereas giving more women an education helps to reduce poverty and promote economic development 4a ; __________________ 4ahttps://europa.eu/eyd2015/it/eu- european-parliament/posts/every-girl- and-woman-has-right-education

Amendment 67 #

Motion for a resolution
Recital J g (new)

Jg. whereas the EU foresees a decrease of 24 million workers by 2040 if the percentage of women in the labour force remains at the current level and, even today, a 40% increase in productivity per worker would be possible if all forms of discrimination between men and women were eliminated;

Amendment 68 #

Motion for a resolution
Recital J h (new)

Jh. whereas, while women in the European Union are well educated and generally perform better than men in terms of attendance and academic results, an enormous disparity remains between their level of education and the professional opportunities available to them: 31.9 % of women work part time as opposed to 8.4% of men and they are still underrepresented in certain sectors and at managerial level5a __________________ 5ahttp://www.bloggirl.it/le-donne-e-la- loro-istruzione-la-situazione-nella-ue/

Amendment 69 #

Motion for a resolution
Paragraph 1

1. Calls on the Commission and the Member States to implement measures to apply ~~gender~~ equality between men and woman, girls and boys at all levels of the education system and in teacher training and the creation of mechanisms, t~~hroughout the education system, to facilitate the promotion, implementation, monitoring and evaluation of gender equality~~o uphold these principles in educational institutions;

Amendment 7 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Recital A a (new)

Aa. whereas only states are able to provide free compulsory universal education, a sine qua non for guaranteeing equal opportunities for both sexes;

Amendment 70 #

Motion for a resolution
Paragraph 1

1. Calls on the Commission and the Member States to implement and improve measures to apply gender equality at all levels of the education system, and to fully integrate improving awareness of gender issues in teacher training, and the creation of mechanisms, throughout the education system, to facilitate the promotion, implementation, monitoring and evaluation of gender equality in educational institutions;

Amendment 71 #

Motion for a resolution
Paragraph 1

1. Calls on the Commission and the Member States to implement measures to apply gender equality at all levels of the education system and in teacher training, but also all categories of school professionals e.g. school doctors, nurses, psychologists, social workers and pedagogues and the creation of mechanisms, throughout the education system, to facilitate the promotion, implementation, monitoring and evaluation of gender equality in educational institutions;

Amendment 72 #

Motion for a resolution
Paragraph 1 a (new)

1a. Calls on the Member States to encourage the promotion of public networks of nurseries and crèches, the preschool education system, and public leisure services for children;

Amendment 73 #

Motion for a resolution
Paragraph 1 a (new)

1a. Calls on the Member States to promote the democratisation of education and the other conditions necessary in order to ensure that education, provided through schools and by other means of instruction, helps to bring about gender equality and equal opportunities, overcome economic, social, and cultural inequalities, foster personal development and a spirit of tolerance, solidarity, and responsibility, and facilitate social progress and democratic participation in the life of the community;

Amendment 74 #

Motion for a resolution
Paragraph 1 a (new)

1a. Calls on the Member States to use ESI funds to increase the capacity of pre-school and school networks as needed, and in particular to guarantee the provision of high-quality pre-school, school and out-of-school care which complies with the principles of inclusion for children living in poverty or in danger of falling into poverty;

Amendment 75 #

Motion for a resolution
Paragraph 1 a (new)

1a. Calls on the EU and the international community to take strong actions to promote girls' rights by highlighting the violations, inequalities, discrimination and exclusion they are suffering across the world;

Amendment 76 #

Motion for a resolution
Paragraph 1 a (new)

1a. Calls on Member States to enable full effect to be given, when curricula are drawn up and implemented, to the principle that parents share the responsibility for the upbringing and development of their children; notes that parents or legal guardians bear the prime responsibility for their children’s upbringing and development and the children’s well-being is their essential concern; considers, therefore, that national authorities should allow and encourage parents to exercise the right to select curriculum content and should provide appropriate assistance to enable parents and legal guardians to fulfil their obligations to their children;

Amendment 77 #

Motion for a resolution
Paragraph 1 a (new)

1a. Calls on the Member States to ensure that the goals of their education systems include education in respect for fundamental rights and freedoms and in equal rights and opportunities for women and men and that their systems' quality principles include elimination of the obstacles to genuine equality between women and men and the promotion of full equality between them;

Amendment 78 #

Motion for a resolution
Paragraph 1 a (new)

1a. Stresses that the fundamental right to choose the kind of education to be given to boys and girls must be exercised by parents and family;

Amendment 79 #

Motion for a resolution
Paragraph 1 b (new)

1b. Calls on the Member States to observe the principles of inclusive education, placing particular emphasis on the active inclusion of pupils and students with a disability and on improving the quality of teacher training without delay, in keeping with the increasingly diverse needs of pupils and students;

Amendment 8 #

Motion for a resolution
Recital A a (new)

Aa. whereas education – especially that of girls and women – saves lives, reduces inequality and transforms communities;

Amendment 80 #

Aldo PATRICIELLO

Motion for a resolution
Paragraph 2

2. Calls on educational policy makers to ensure that gender equality goes beyond the level of political intentions and becomes a reality by, achieving substantially chang~~ing~~e in line with the efforts and resources invested in it;

Amendment 81 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Paragraph 2

2. Calls on educational policy makers to ensure that gender equality goes beyond the level of declarations of principles and political intentions and becomes a reality by substantially changing the efforts and resources invested in it;

Amendment 82 #

Motion for a resolution
Paragraph 2

2. Calls on educational policy makers to ensure that gender equality goes beyond the level of political intentions and becomes a reality by substantially changing the efforts and resources invested in it, noting the primary importance of education in effecting cultural change;

Amendment 83 #

Motion for a resolution
Paragraph 2

2. Calls on educational policy makers ~~to ensure that~~in the Commission and Member States to ensure that the commitment to gender equality goes beyond ~~the level of~~ political intentions, and ~~becomes a reality by~~is manifested in substantial~~ly chang~~ increases ing the efforts and resources invested in it;

Amendment 84 #

Motion for a resolution
Paragraph 2

2. Calls on educational policy makers to ensure that ~~gender~~ equality between the sexes goes beyond the level of political intentions and becomes a reality by substantially changing the efforts and resources invested in it;

Amendment 85 #

Agnieszka KOZŁOWSKA

Motion for a resolution
Paragraph 2 a (new)

2a. Points out that while women represent the majority (60%) of university graduates in European Union, their employment rate and promotion trajectories do not reflect their full potential; stresses that the achievement of inclusive and long-term economic growth depends on closing the gap between women's educational attainment and their position in the labour market, primarily through overcoming horizontal and vertical segregation.

Amendment 86 #

Angelika MLINAR, Catherine BEARDER, Beatriz BECERRA BASTERRECHEA

Motion for a resolution
Paragraph 2 a (new)

2a. Calls on the Member States to increase the essential investment in education in order that everyone may benefit from free public education of high quality;

Amendment 87 #

Motion for a resolution
Paragraph 2 a (new)

2a. Calls on the Commission to organize awareness raising campaigns targeting girls about going to university in order to encourage them to pursue career options which have been traditionally male- dominated, and to boost the self- confidence of the new generation of women;

Amendment 88 #

Motion for a resolution
Paragraph 2 a (new)

2a. Calls on the Member States to ensure that their education authorities guarantee an equal right to education for women and men by actively incorporating the principle of equal treatment into educational goals and actions, thus preventing the emergence of inequalities between women and men as a result of sexist conduct and associated social stereotyping;

Amendment 89 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT, Marijana PETIR, Constance LE GRIP

Motion for a resolution
Paragraph 3

3. Asks the Commission that this recommendation be taken to the ~~political~~ institutions responsible for implementing ~~central, regional and local education policies, school management bodies and regional and local authorit~~education policies;

Amendment 9 #

Motion for a resolution
Recital A a (new)

Aa. whereas education and training of girls and women is an important European value, a fundamental human right and an essential element for the empowerment of girls and women at social, cultural and professional level, as well as for the full enjoyment of all other social, economic, cultural and political rights;

Amendment 90 #

Ildikó GÁLL-PELCZ, Barbara MATERA, Mariya GABRIEL, Anna Maria CORAZZA BILDT, Marijana PETIR

Motion for a resolution
Paragraph 3

3. Asks the Commission that this recommendation be taken to the political institutions responsible for implementing central, regional and local education policies~~, school management bodies and regional and local authorities~~;

Amendment 91 #

Motion for a resolution
Paragraph 3

3. Asks the Commission that this recommendation be taken to the ~~politic~~national institutions responsible for implementing central, regional and local education policies, school management bodies and regional and local authorities;

Amendment 92 #

Catherine BEARDER, Izaskun BILBAO BARANDICA, Beatriz BECERRA BASTERRECHEA, Sophia IN 'T VELD, Angelika MLINAR

Motion for a resolution
Paragraph 4

4. Stresses the need to promote equal gender representation in terms of leadership, especially among school managers, heads and wheadre there is under-representation as in STEM subjects, as this will provide role models for girls;

Amendment 93 #

Motion for a resolution
Paragraph 4

4. Stresses the need to promote equal ~~gender~~ representation of men and women in terms of leadership, especially among school managers and heads;

Amendment 94 #

Motion for a resolution
Paragraph 4

4. Stresses the need to promote equal gender representation in terms of leadership on educational establishments' oversight and governance bodies, especially among school managers and heads;

Amendment 95 #

Motion for a resolution
Paragraph 4

4. Stresses the need to promote equal gender representation in terms of leadership and direction, especially among school managers and heads;

Amendment 96 #