am com nonlegposition...am\1213816en.docx pe657.443v01-00 enunited in diversityen european...

$: AM Com NonLegPosition...AM\1213816EN.docx PE657.443v01-00 ENUnited in diversityEN European Parliament 2019-2024 Committee on Women's Rights and Gender Equality 2020/2135(INI) 30.9.2020$
AM\1215082EN.docx PE657.443v03-00

EN United in diversity EN

European Parliament2019-2024

Committee on Women's Rights and Gender Equality

2020/2135(INI)

6.10.2020

AMENDMENTS1 - 72Draft reportCommittee on Culture and Education(PE657.431v01-00)

Shaping digital education policy(2020/2135(INI))

PE657.443v03-00 2/35 AM\1215082EN.docx

EN

AM_Com_NonLegPosition

AM\1215082EN.docx 3/35 PE657.443v03-00

EN

Amendment 1Jadwiga Wiśniewska

Motion for a resolutionRecital A (new)

Motion for a resolution Amendment

A. whereas equality between women and men is a core value of the EU enshrined in Articles 8 and 19 of the Treaty on the Functioning of the European Union;

Or. en

Amendment 2Gwendoline Delbos-Corfield

Motion for a resolutionRecital B (new)


B. whereas according to Article 8 of the Treaty on the Functioning of the European Union, in all its activities, the Union shall aim to eliminate inequalities, and to promote equality, between men and women, establishing the principle of gender mainstreaming;

Or. en


Motion for a resolutionRecital C (new)


C. whereas women are significantly underrepresented in the information and communication technologies (ICT) sector

PE657.443v03-00 4/35 AM\1215082EN.docx

EN

(17%), among science, technology, engineering and mathematics (STEM) graduates (36%), with the share of men working in a digital sector 3.1 times greater than the one of women, despite the fact that girls outperform boys in digital literacy1;

Or. en

Amendment 4Susana Solís Pérez, Samira Rafaela, Chrysoula Zacharopoulou, Irène Tolleret, Karen Melchior, María Soraya Rodríguez Ramos, Radka Maxová, Hilde Vautmans

Motion for a resolutionRecital D (new)


D. whereas there is a gender gap in digital skills of 11%; Whereas women are still under-represented at all levels in the digital sector in Europe and the share of women in this sector is decreasing and the percentage of women in ICT careers still remains below 2% of women's total share in the European labour market; whereas four times more men than women in Europe have ICT-related studies;

Or. en

Amendment 5 Susana Solís Pérez, Samira Rafaela, Chrysoula Zacharopoulou, Irène Tolleret, Karen Melchior, María Soraya Rodríguez Ramos, Radka Maxová, Hilde Vautmans

Motion for a resolutionRecital E (new)


E. whereas the average percentage of females in AI and cybersecurity,

1 A Union of Equality: Gender Equality Strategy 2020-2025, COM/2020/152 final

AM\1215082EN.docx 5/35 PE657.443v03-00

EN

worldwide, are 12% and 20%, respectively despite the fact that the demand for labour in these two domains has increased drastically over the years.; Whereas the low numbers of women who work in disruptive technologies that are transforming our reality can highly impact the design, development and implementation of these technologies, causing the replication of existing discriminatory practices and stereotypes and the development of gender biased algorithms;

Or. en


Motion for a resolutionRecital F (new)


F. whereas the use of full potential of women’s digital skills can contribute significantly to boosting the European economy, especially that there are around 1 million vacancies in Europe for digital experts, 70% of companies delaying investments because they do not find the people with the right digital skills2 and in some job categories, more than 90% of jobs require specific types of digital skills3;

Or. en


Motion for a resolutionRecital G (new)

2 Commission report on the impact of demographic change, SWD(2020) 109 final3 European Skills Agenda for sustainable competitiveness, social fairness and resilience, COM(2020) 274 final

PE657.443v03-00 6/35 AM\1215082EN.docx

EN


G. whereas there is still a lack of interest among girls to pursue ICT and STEM studies, which leads to lost social and economic opportunities, as well as prevents potentially to reduce gender inequality and gender pay gap; whereas girls become interested in STEM subjects around the age of 11 and lose their interest when 15;

Or. en


Motion for a resolutionRecital H (new)


H. whereas 73 % of boys aged 15-16 feel comfortable using digital devices that they are less familiar with, compared with 63 % of girls in the same age bracket;

Or. en


Motion for a resolutionRecital I (new)


I. whereas the share of women among ICT and engineering graduates in the EU is 17%, whereas between 2004 and 2015, it declined in 20 Member States;

Or. en

AM\1215082EN.docx 7/35 PE657.443v03-00

EN


Motion for a resolutionRecital J (new)


J. whereas among 8 million ICT specialists in the EU, women make up 17 %;

Or. en


Motion for a resolutionRecital K (new)


K. whereas cultural discouragement, lack of awareness of female role models and of their promotion hinders and negatively affects girls' and women’s opportunities in STEM studies, related careers and digital entrepreneurship, and lead to discrimination and fewer opportunities for women in the labour market;

Or. en


Motion for a resolutionRecital L (new)


L. whereas emphasis should be placed on the factors that motivate and support girls' interest in STEM studies,

PE657.443v03-00 8/35 AM\1215082EN.docx

EN

related careers and digital entrepreneurship such as promoting female role models, teacher mentors, peer group approval, developing creativity and practical experience;

Or. en


Motion for a resolutionRecital M (new)


M. whereas attitudes towards STEM do not differ from boys and girls through primary education, however, gender stereotypes negatively impact girls’ self-confidence to pursue continued studies in STEM and ICT related subjects, hampering their ability to work in developing future oriented sectors and related high quality, better paid jobs;

Or. en


Motion for a resolutionRecital N (new)


N. whereas women show lower confidence in their own digital skills, while digital skills are needed in life and at work, especially now more than ever, in the months of lockdown due to the outbreak of COVID-19, when everyone must rely on an internet connection to work, study or buy food;

AM\1215082EN.docx 9/35 PE657.443v03-00

EN

Or. en


Motion for a resolutionRecital O (new)


O. whereas the spread of COVID 19, disruption of education by closure of schools and other education facilities, as well as forced social isolation, restrictions and limited access, on the one hand, caused concerns about the impact of interruptions to education on vulnerable students and students with socio economically disadvantaged backgrounds, such as girls in rural areas, on the other hand, however, proved the undoubtable need of efficient, well-functioning and inclusive digital education;

Or. en


Motion for a resolutionRecital P (new)


P. whereas the COVID-19 crisis has shown the need to increase investments in digital skills and online education;

Or. en

Amendment 17Margarita de la Pisa Carrión

Motion for a resolution

PE657.443v03-00 10/35 AM\1215082EN.docx

EN

Recital Q (new)


Q. whereas the current COVID-19 pandemic has highlighted the need to speed up the process of awareness and implementation of new technologies gradually and progressively, giving priority to those arising from the current health crisis;

Or. en


Motion for a resolutionRecital R (new)


R. whereas the main factors differentiating access to education are: the economic and social situation and place of residence (it concerns the disadvantaged due to access to goods and technical infrastructure);

Or. en

Amendment 19Susana Solís Pérez, Samira Rafaela, Chrysoula Zacharopoulou, Irène Tolleret, Karen Melchior, María Soraya Rodríguez Ramos, Radka Maxová, Hilde Vautmans

Motion for a resolutionRecital S (new)


S. whereas girls’ access to related infrastructure and services such as ICT equipment and broadband are essential to their pursuit of digital literacy and skills; whereas girls in rural and depopulated

AM\1215082EN.docx 11/35 PE657.443v03-00

EN

areas face more barriers to enroll in digital education and access good ICT infrastructure and services;

Or. en


Motion for a resolutionRecital T (new)


T. whereas there is a need for internet access in remote and more depopulated areas, which is a challenge that must be addressed urgently so that inequality of access and opportunity for both men and women does not continue to increase;

Or. en


Motion for a resolutionRecital U (new)


U. whereas the importance of promoting the material means to make effective access to broadband internet devices and connectivity for all actors involved in the educational process as well as for households themselves in a process of progressive and comprehensive coordination;

Or. en

Amendment 22 Susana Solís Pérez, Samira Rafaela, Chrysoula Zacharopoulou, Irène Tolleret, Karen

PE657.443v03-00 12/35 AM\1215082EN.docx

EN

Melchior, María Soraya Rodríguez Ramos, Radka Maxová, Hilde Vautmans

Motion for a resolutionRecital V (new)


V. whereas the digital transformation and innovation must be done following a human-centered approach and taking into consideration all possible outcomes of technology; whereas the insufficient use of human capital associated to gender inequalities reduces potential advantage for research and innovation-related business and for overall economic development, as well as having harmful social consequences;

Or. en


Motion for a resolutionRecital W (new)


W. whereas training programmes are needed to encourage the responsible use of technological tools, combining manual activities, play, creativity and ingenuity and social skills that allow human contact and the development of personal relations without the need to mediate electronic and digital devices;

Or. en


Motion for a resolutionRecital X (new)

AM\1215082EN.docx 13/35 PE657.443v03-00

EN


X. whereas the risk involved in the irresponsible use of this process of digitalisation and digital forms of education, there is a need for strong support for the family to obtain recognition and the necessary resources to be the catalyst that responsibly graduates the implementation of these measures;

Or. en


Motion for a resolutionRecital Y (new)


Y. whereas an excess of information, information not adapted to the age of the student or inappropriate or fallacious information can generate multiple media illiteracy. This is becoming evident in the damage caused by the hypersexualisation of sexual affective educational content due to the gender disorder that is currently being attempted;

Or. en


Motion for a resolutionRecital Z (new)


Z. whereas there is scientific evidence of the different maturation periods between boys and girls in the school cycle itself;

PE657.443v03-00 14/35 AM\1215082EN.docx

EN

Or. en


Motion for a resolutionParagraph 1 a (new)


1 a (new) Calls on the Commission and Member States when developing digital education policy to ensure that students are equally skilled to take up tasks and roles of future jobs in the changing labour market and have equal opportunities that enable them to tackle tomorrow's challenges of future global competitiveness;

Or. en




2 a (new). Calls on the Commission and Member States to develop an high quality, inclusive and non-discriminatory digital education which will ensure that digital transformation of Europe’s economy and society benefits all and contributes to gender equality; encourages Member States to add computer science education into national curriculum;

Or. en


AM\1215082EN.docx 15/35 PE657.443v03-00

EN



3 a (new). Calls on the Commission and Member States to create new channels to connect with girls and ensure that the digital education reaches all of them; calls for efficient funding and strategies that include positive action, lifelong learning and active encouragement for girls to undertake studies in ICT and STEM areas;

Or. en


Motion for a resolution Paragraph 4 a (new)


4 a (new). Stresses that digital education must play a substantial role in increasing the participation of girls and women in the fields related to ICT and STEM and eliminating digital gender gap; digital education must create better digital inclusion and digital literacy, as well as equal participation of girls and women in the digital age;

Or. en



PE657.443v03-00 16/35 AM\1215082EN.docx

EN


5 a (new). Calls on the Commission and Member States to find more attractive and creative ways to showcase female role models with successful career in ICT and STEM in order to encourage girls to pursue ICT and STEM studies, as well as to boost self-confidence of women in their digital skills;

Or. en




6 a (new). Calls on the Commission and Member States to put more efforts to promote digital competences among girls, to encourage them to invest in digital skills and to choose ICT and STEM career path; calls to mobilise stakeholders, such as private companies and NGOs, to equip girls with digital skills and to provide inspirational models; calls to collect and share information on best practice examples and success models;

Or. en



AM\1215082EN.docx 17/35 PE657.443v03-00

EN


7 a (new). Commends various private educational initiatives to support girls and promote women in the digital economy with viral stories on social media, professional networks organised by women for women and initiatives of tech companies;

Or. en




8 a (new). Calls on the Commission and Member States to take into account the situation of women and girls with disabilities and women and girls in outermost regions or rural areas and to ensure their full access and inclusion into digital education in order to avoid the widening of digital divide;

Or. en




9 a (new). Calls on Member States to take into account ongoing concerns about the risk of the further spread of COVID-19 and to address the issue of the lack of equipment, to address the issues of

PE657.443v03-00 18/35 AM\1215082EN.docx

EN

vulnerable students and students with socioeconomically disadvantaged backgrounds, such as girls in rural areas, and to develop tools in order to ensure a full access and smooth functioning of digital education;

Or. en

Amendment 36Sirpa Pietikäinen



10 a (new). Stresses that the mechanical, technical and digital school subjects have quite often an unconscious male agenda and approach; Highlights that education can be the key for breaking gender stereotypes and these stereotypes should be challenged not reinforced in the classrooms in order to create gender sensitive approaches to education and teaching.

Or. en




11 a (new). Highlights that we need to change the curriculum in terms of digital education to make the subject appealing to girls as well as boys. Stresses that digital education must be planned and created in order for boys and girls to express their interests and skills in the

AM\1215082EN.docx 19/35 PE657.443v03-00

EN

digital sphere.

Or. en




12 a (new). Stresses that persisting gender gaps within education need to be tackled by educating and training teachers and other educators not to reinforce harmful gender stereotypes in every-day school life and teaching, paying special attention to STEM subjects.

Or. en




13 a (new). Highlights that bridging the digital gender gap from primary education to higher education and eventually job market needs gender mainstreaming within the curriculum and active breaking down of socio-cultural gender stereotypes of what women and men are capable of and should concentrate their energies on. Points out that the gender gaps in higher education persist to the job market as only five out of the 20 largest occupations in the EU show a gender balance (40/60 ratio) between

PE657.443v03-00 20/35 AM\1215082EN.docx

EN

women and men according to EIGE4.

Or. en

Amendment 40Monika Beňová’ Marina Kaljurand, Maria-Manuel Leitão-Marques, Pina Picierno



14 a (new) Recalls that the digital gender gap is an economic, societal and cultural issue, to be addressed with multi-level and holistic policies, as it leads to growing gender inequality; reminds that digital gender gap slows down the growth of the European economy of the future, characterised by digitalisation; calls on the Commission to incorporate an institutional horizontal strategy in its Digital Education Action plan to combat gender inequality;

Or. en




15 a (new) Points out that all-inclusive digital society is a pre-requisite for a successful digital transformation and full implementation of the EU digital agenda; stresses that strong stimulus towards uptake of young girls and women into digital education and ICT labour market

4 https://eige.europa.eu/news/education-key-breaking-gender-stereotypes , https://eige.europa.eu/publications/study-and-work-eu-set-apart-gender-report

AM\1215082EN.docx 21/35 PE657.443v03-00

EN

greatly contributes to the formation of an all-inclusive society;

Or. en




16 a (new) Recalls that increasing the number of women in the ICT sector, is a method that will contribute to boosting of the European global competitiveness; stresses the need to implement tools that encourage girls and women to engage with the various forms of digital education; recalls that women from an early age face discrimination and prejudice in regards to their digital skills and potential to participate in digital education and ICT labour market;

Or. en


Motion for a resolutionParagraph 17a (new)


17 a (new) Insists that the next Digital Education Action plan is fully gender mainstreamed; stresses the need to build on the best practices of the Digital Education action plan and to utilize it to encourage women’s participation in digital entrepreneurship, STEM and ICT education and employment to narrow the

PE657.443v03-00 22/35 AM\1215082EN.docx

EN

existing digital gender gap;

Or. en




18 a (new) Recognizes the role of teachers and caretakers at every stage of education in the process of forming expectations and biases towards digital skills and ICT career; stresses the need for awareness raising, in order to confront discrimination and prejudice against women participation in decision making and acquisition of digital skills; stresses the need for a bottom up approach and an inclusive dialogue with the relevant stakeholders;

Or. en




19 a (new). Underlines that women and young girls also face hostility and prejudice throughout their participation in the ICT sector or digital education; stresses the need to promote policies that contribute to the creation of an inclusive environment in order to maintain the highest possible number of women within the system, once engaged;

Or. en

AM\1215082EN.docx 23/35 PE657.443v03-00

EN




20 a (new). Emphasizes the need for Member States to take note of best practices in addressing digital gender gap and incorporate such practices and recommendations into the national education and labour market policies by including targeted measures in national action plans;

Or. en




. 21 a (new). Stresses that sufficient resources are to be dedicated towards investing into promotion of women in digital education both at EU level and in the MS; underlines that most efficient use of resources is to create a dedicated funding instrument to address digital gender gap. Access to such instrument could be conditional upon implementation of projects within national policies for digital learning; emphasizes, also the need to invest into re-skilling and up-skilling programmes for women in digital literacy and relevant digital skills; recalls that the digital sector is changing at an increasingly fast pace, therefore, it is only prudent to implement policies leading to lifelong learning for women and young

PE657.443v03-00 24/35 AM\1215082EN.docx

EN

girls;

Or. en




22 a (new). Stresses that women undertake majority of unpaid household chores and care work at home, which has been increased by the Covid-19 pandemic. As a result, women are less likely to spend sufficient time with digital tools and participate in digital education; recommends to strengthen the efforts to boost women’s participation and gender equality in the labour market and education by promoting equal sharing of care and household responsibilities between women and men and by supporting the equal take-up of parental and carers’ leave by women and men;

Or. en




23 a (new). Recognizes that courses and learning opportunities often coincide with household chores; calls on the Commission to incorporate flexible learning methods. Specifically designed for women caretakers and others who are unable to attend classes but are able to

AM\1215082EN.docx 25/35 PE657.443v03-00

EN

participate in distance learning;

Or. en




24 a (new). Emphasizes that new and emerging technologies such as Artificial Intelligence, robotics, virtual and augmented reality offer exciting new prospects to intrigue young women to participate in the development and implementation of these technologies;

Or. en




25 a (new). Recalls that an important obstacle women face in participation in online activities and social networks is cyber violence; notes that the Digital Education Action plan should aim to provide skills and tools to girls, young women and men to react to cyber violence and bullying; stresses that the Istanbul Convention on preventing and combating violence against women and domestic violence should be ratified and applied;

Or. en

PE657.443v03-00 26/35 AM\1215082EN.docx

EN




26 a (new). Stresses the importance of the "Women in Digital" Task Force and the "Digital4Her" initiative; reminds the importance of developing European networks of women in the digital field promoting the participation of girls and women in digital studies and careers across the EU; reminds that it is essential to promote women role models in the ICT sectors in order to motivate and inspire young girls in pursuing digital education;

Or. en




27 a (new). Welcomes the Gender Equality Strategy’s focus on gender equality in the digital transition; Underlines the need for gender mainstreaming across all EU policies regarding education, skills and digitalisation, in particular the updated Digital Education Action Plan, Updated Skills Agenda for Europe and the Council recommendation on vocational education and training; Welcomes the Commission’s Women in Digital (WID) Scoreboard to monitor women’s participation in the digital economy;

Or. en

AM\1215082EN.docx 27/35 PE657.443v03-00

EN




28 a (new). Stresses the need for digital education to begin from an early age and include a strong gender perspective ensuring bias-free education curricula and materials which combat gender stereotypes; encourages a more social approach to ICT and STEM education to underline the social impact of these careers through, for example, introductory courses of social sciences in each technical subject during the digital education;

Or. en




29 a (new). Encourages the Commission to facilitate best practices between Member States in this regard and for Member States to ensure educators are aware of the digital education gender gap and its causes and that appropriate measures are introduced to address them;

Or. en

Amendment 56 Susana Solís Pérez, Samira Rafaela, Chrysoula Zacharopoulou, Irène Tolleret, Karen

PE657.443v03-00 28/35 AM\1215082EN.docx

EN

Melchior, María Soraya Rodríguez Ramos, Radka Maxová, Hilde Vautmans



30 a (new). Considers it fundamental to encourage women's participation in the digital economy to promote a human centered approach to technology that respects fundamental values and gender equality;

Or. en




31 a (new). Considers that, given the rising demand for ICT practitioners and the importance of digital careers in the future of European economy, it is critical to increase the share of women in the digital sector to build a more sustainable and inclusive economy and society through scientific, digital and technological innovation; Encourages public and private actors to increase the visibility of women leaders in digital and technology to establish stronger role models and break existing stereotypes;

Or. en



AM\1215082EN.docx 29/35 PE657.443v03-00

EN


32 a (new). Stresses that digital education must include digital literacy and cyber hygiene and safety modules to equip young people to navigate disinformation and cyber violence and harassment online, in particular for girls and women who are disproportionately affected; Encourages Member states to set strict codes of conduct and protocols to report to the relevant authorities all cases of harassment;

Or. en




33 a (new). Calls on the Commission and the Member States to ensure equal access for women and girls to digital education; notes that closing the gap in digital education is fundamental to ensure that the digital transition does not leave anyone behind, ensures equal access to the labour market for women in the digital sector and prevents the gender pay gap;

Or. en



PE657.443v03-00 30/35 AM\1215082EN.docx

EN


34 a (new) . Stresses that combating the digital gender divide will ultimately lead to employing more human capital, skills and talent and bringing new female contributions to the economy and society also by promoting more gender responsive technologies;

Or. en




35 a (new). Requests for the collection of nuanced gender statistics to evaluate policy outcomes and the collection of data disaggregated by gender and age to get a better picture of the digital gender divide; welcomes in that regard the decision to focus EIGE’s gender equality index of 2020 on work in a digital world;

Or. en




36 a (new) . Calls for the implementation of policies with a holistic approach which involve all stakeholders -including state institutions, policy-makers, civil society and private sector organisations- in order to strengthen gender equality and ensure the realisation

AM\1215082EN.docx 31/35 PE657.443v03-00

EN

of women and girls’ human rights to education, work and decent livelihood;

Or. en




37 a (new). Notes that Member States have a key role to play in ensuring the provision of public education in ways which enhance gender equality, provide the required digital skills for all and combat gender stereotypes for girls and boys, in particular in the area of ICT;

Or. en




38 a (new). Stresses that gender budgeting and mainstreaming must be part of any policy, including in digital education policies;

Or. en



PE657.443v03-00 32/35 AM\1215082EN.docx

EN


39 a (new). Calls for digital skills training initiatives that maintain an appropriate balance with the priority needs arising from the current COVID-19 pandemic;

Or. en

Amendment 66Margarita de la Pisa Carrióno



40 a (new). Calls for the implementation of health protection measures against the coronavirus, both for families and for teachers and trainers who are exposed to a high level of infection through human interaction, in the same way as public sector and medical professionals and practitioners;

Or. en




41 a (new). Calls on the Member States to be aware of the importance that the knowledge, development and implementation of new technologies, such as broadband internet, should not reduce human beings to a mechanism of mere productive efficiency and effectiveness,

AM\1215082EN.docx 33/35 PE657.443v03-00

EN

but should also encourage programmes that promote and integrate their own natural being by protecting their dignity which is based on a responsible freedom based on love in service and dedication to others;

Or. en




42 a (new). The need to implement training itineraries should be highlighted, which together with the gradual use, knowledge and implementation of new technologies, should encourage creativity and innovation, all of which should serve proposals that move away from dehumanization and that attend to ethical criteria that invite the integral development of the person in his spiritual, intellectual, volitional and emotional dimensions;

Or. en




43 a (new). It emphasises the need for plans for implementing material resources for access to new technologies to take special account of the most disadvantaged realities, being governed by plans that are clear, transparent and

PE657.443v03-00 34/35 AM\1215082EN.docx

EN

quick to implement;

Or. en




44 a (new). Calls on the Member States to raise awareness of the need to support differentiated education, which can best be adapted to the needs of each sex, and in particular to immerse girls in the digital world by providing them with appropriate training for their own sex;

Or. en




45 a (new).Calls on the Member States to be aware of the fundamental role of the family as a catalyst for this new change in the new technologies, since they are the main ones affected by the confinements that are taking place intermittently throughout the world;

Or. en



AM\1215082EN.docx 35/35 PE657.443v03-00

EN


46 a (new) Urges the implementation of measures and economic and/or material incentives for the family to enable them to adapt adequately to the training itinerary of educational establishments in the current situation of the COVID-19 pandemic;

Or. en

am com nonlegposition...am\1213816en.docx pe657.443v01-00 enunited in diversityen european...

Documents