Relevance of gender in the policy area

Education is a catalyst for social change and a condition for the achievement of fundamental human rights. It increases cognitive and non-cognitive skills, improves productivity and provides individuals with a greater ability to further develop their knowledge and skills throughout their lives. It also makes women and men better equipped to secure steady, well-paid jobs and thus combat the risks of social exclusion. Furthermore, education can better prepare individuals to recognise and handle difficult situations. Economic independence makes it easier to leave a difficult situation, such as a violent home. At the same time, educated citizens – both women and men – benefit entire societies. They make substantial contributions to the economy and contribute to the improved health, nutrition and education of their families. Mainstreaming gender equality in education and training policy remains crucial in countries where equal access to education is taken as a given. Challenging gender prejudices and stereotypes throughout the education cycle, from primary school to lifelong learning, can reduce gender imbalances in other spheres of life. For example, gender segregation in the labour market as a result of different educational and professional choices in schools and universities, both for pupils and teachers, is widespread. Gender-based violence and sexist language also occurs in educational settings. Therefore, it is essential that gender-based stereotypes are deconstructed and challenged in the areas of education and training.

Gender stereotypes are also still present in teaching materials. Textbooks contain many stereotypes providing examples through gendered images diminishing the role of women. This is especially the case when men and women are depicted in professional contexts. Also linked to the issue of gender stereotypes is how to better mainstream gender in school curricula. In many cases, this is still left to the single interpretation of schools and teachers. The only way of integrating or mainstreaming gender issues into the curriculum should be directly through the teachers and the leadership of schools at an institutional level. However, one of the main problems remains how to motivate teachers and school leaders, and how to make this a normal part of the curriculum at each school level.

Gender inequalities in the policy area – Main issues

• Gender-based different choices across study fields
• The feminisation of the teaching profession v. the masculinisation of teaching in tertiary education
• Gender stereotypes in education
• Gender and low achievement in school
• Gender and early school leaving
• Gender and training
• Gender-based violence at school

Current policy priorities

• Making lifelong learning and mobility a reality
• Improving the quality and efficiency of education and training at any stage from early
• Education to high education and training
• Promoting equity, social cohesion and active citizenship
• Enhancing creativity and innovation at all levels of education and training