Inclusive education also means gender equality. In practice, however, we still face a number of challenges.
On 07 March 2023, the European Commission communicated the publication of an issue paper on gender equality through and in education. Inclusive education represents one of the focus topics of the European Education Area (EEA). The report was written by the Commission’s Working Group on Equality and Values in Education and Training (2021-2025) which is composed of representatives from Member States and candidate countries, as well as from relevant European agencies, stakeholder associations, social partners and international organisations. The issue paper focuses on four main gender equality issues : i. gender gaps in education, ii. non-traditional education and career pathways, iii. biases in textbooks and learning materials, iv. and gender-based violence. It is a summary of the presentations and discussions of two online meetings and a peer learning activity of the working group in 2022. The audience addressed in the paper are primarily policy makers in the field of education from the local, national and EU level. However, practitioners from the education sector and those interested in the discussion on the interplay between gender equality and education are also welcome to read.
The paper provides a contextual overview introducing the main gender issues observed through international studies and assessments, such as PISA or Eurostat. The observations indicate a tendency in Member States for girls outperforming boys in reading and boys outperforming girls in mathematics, the overrepresentation of boys among early school leavers and their underrepresentation in completion of tertiary education. Furthermore, the number of students enrolled at tertiary education levels by sex and field of study point to a gender segregation in educational choices. This is demonstrated, for example, by the underrepresentation of men in the study fields of education or health and welfare and the underrepresentation of women in STEM fields (science, technology, engineering and mathematics). The observed gender segregation is thereafter reflected in the world of work. Moreover, the report shows that gender stereotypes and gender bias are still present in textbooks and learning materials across Europe, be it in the language used or the representation of women or men. It also points out how gender-based violence occurs in education in forms of harassment, sexual abuse, corporal punishment, stalking, cyber-harassment, or bullying. Women and girls are, for example, disproportionally affected by cyber violence in educational contexts.
In a further step, the working group presents challenges and possibilities for action focusing on these issues. Limited awareness and understanding among educational policy makers and practitioners of the reasons for performance differences or traditional career expectations of men and women represent a part of the challenges for the gender gap in education and individual work trajectories. The ignorance of stereotypical gender representations in school textbooks or the lack of prevention and awareness raising measures against gender-based violence are further problem areas. Nevertheless, the working group suggests specific points of attention for policy makers and practitioners to overcome these challenges. The suggestions range from recommendations for more research in specific gender gap areas to trainings of teachers and career advisors to anti-bullying campaigns. Specific measures can therefore be found in each of the four identified gender equality issues in education.
The EU undertook a number of policy initiatives for greater equality between women and men. The Gender Equality Strategy 2020-2025 and the Gender Equality Index 2022 are two measures that aim to close the gender gap in general. As far as the education sector is concerned, the European Commission works on making education and training more inclusive and gender sensitive within the EEA. Action 13 of the Digital Education Action Plan 2021-2027 for more gender-balanced participation in STEM represents just one example. In addition, practical examples from EU Member States, European stakeholders, EU co-funded projects and international organisations for a more gender equal education can be found in the appendices of the paper. One of the practical sources of inspirations is the EU funded project Gender Awareness, Tackling stereotypes in Education (GATE) aiming to raise awareness of gender stereotypes in primary education through tools and activities.
To conclude, we are still far from an educational landscape that offers equal conditions and opportunities for women and men without gender stereotypes or biases. The working group was able to identify some of the main problem areas and at the same time pointed out possibilities for action. In addition, the report provides important definitions, an empirical overview and practical examples. The suggestions and detailed explanations could be of interest to Swiss policy makers, education actors and teachers aiming for a more inclusive education.