Europe 2020 and Horizon 2020 goals will not be reached without stronger input from female scientists. Today, only 20% of all professors and just 10% of university vice-chancellors are women. This issue is constantly raised by both civil society and EU institutions, yet there is a lack of focus on this topic. The opinion aims to analyse the reasons for the gender gap in science (especially in STEM fields) and tackle the main obstacles to gender equality in science. It will provide a thorough analysis of the education and science sectors in the EU in relation to gender and make recommendations to ensure the appropriate talent allocation, which will increase Europe’s talent pool, promote employability and innovation and benefit the economy.
Vzdelávanie a odborná príprava - Related Opinions
Traineeships have become an important gateway through which young people enter the labour market. However, although traineeships have become standard in European labour markets, their spread has been accompanied by growing concerns as to learning content and working conditions. To facilitate access to employment, traineeships should offer good quality learning content and adequate working conditions.
The Commission launched the initiative "Opening up Education" to improve the use of Open Educational Resources and Massive Open Online Courses and the ICT infrastructure and connectivity in schools.
The EESC agrees that the digital approach in education improves its quality and creativity. Required will be the involvement of teachers and the mobilisation of all stakeholders. The initiative must be supported by EU and national funding and coordinated by the Commission. Students' social inclusion must be ensured.
The European Commission aims to ensure European graduates gain the international skills they need to work anywhere in the world and that Europe remains the most attractive destination for international students.
The aim of the European Year for Development 2015 is to inform EU citizens about EU development cooperation, highlighting what the European Union can already achieve as the biggest aid donor in the world and how it could do even more with the combined strength of its Member States and its institutions.
The aim of this recast is to allow the EU to attract talented non-EU students and researchers, while taking into consideration a certain risk of exploitation, to which trainees and au-pairs are particularly exposed. The proposal amends two existing directives: 1/ the “Students’ Directive” (Council Directive 2004/114/EC on the conditions of admission of third country nationals for the purposes of studies, pupil exchange, unremunerated training or voluntary service): extending its scope to remunerated trainees and au-pairs and making mandatory provisions on unremunerated trainees; 2/ the “Researchers’ Directive” (Council Directive 2005/71/EC on a specific procedure for admitting third-country nationals for the purposes of scientific research).
The opinion "Job creation through apprenticeships and lifelong vocational training: the role of business in education in the EU" welcomes the active approach of employers and businesses to the development of skills and their adaptation to the needs of the labour market in order to rekindle growth, create jobs and improve the situation of young people on the labour market.
The EESC recommends that the European Commission and the Member States support further studies and research that would tap the potential of gifted children and young people, aiming to facilitate employment and employability within the framework of the EU and, in a context of economic crisis, enhance specialist knowledge and prevent brain drain. It also recommends that greater consideration be given to each Member State's existing models for and experience in working with highly gifted children, and presents various proposals aimed at improving educational care for children and young people with high abilities.