CSW 55 Outcome Document Draft

Commission on the Status of Women 55th session

22 February to 4 March 2011

Access and participation of women and girls to education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work

Draft agreed conclusions

 

A) LEGAL FRAMEWORK

1) 1. The Commission on the Status of Women [HOLY SEE TO DELETE: reaffirms] [HOLY SEE TO ADD: recalls and reiterates the strategic objectives and actions of (CSW, 48th session, agreed conclusions, OP1)] the Beijing Declaration and Platform for Action, the outcome documents of the twenty-third special session of the General Assembly, and the declarations adopted by the Commission on the occasion of the tenth and fifteenth anniversary of the Fourth World Conference on Women, [MALAYSIA TO ADD: and the Ministerial Declaration of the 2010 high-level segment of ECOSOC. (Based on CSW52 agreed conclusions, paras. 1 and 2; CSW53 agreed conclusions, para. 1)

 

2) 2. The Commission [IRAN TO DELETE: recalls] [IRAN TO ADD: takes note of] the Budapest Science Agenda – Framework for Action adopted at the World Conference on Science, the Dakar Framework for Action adopted at the World Education Forum, and the United Nations Millennium Declaration [EU TO ADD: and the Millennium Development Goals. It recognizes that all MDGs are interdependent and that MDG 2 and MDG 4 cannot be reached without achieving MDG 3 and vice-versa].

 

3) 3. The Commission reiterates that the Convention on the Elimination of All Forms of Discrimination against Women, and its Optional Protocol, [HOLY SEE, TURKEY, EU TO ADD: and the Convention on the Rights of the Child] [HOLY SEE, EU TO ADD: and its Optional Protocols] [EU TO ADD: and the Convention on the Rights of Persons with Disabilities and its Optional Protocol,] as well as [HOLY SEE TO ADD: the Universal Declaration of Human Rights and] [TURKEY TO ADD: the Fifth International Conference on Adult Education and the International Conference on Child Labour as well as] relevant conventions of the [TURKEY TO ADD: United Nations Education, Scientific and Cultural Organization (UNESCO)] International Labour Organization (ILO), [EU TO ADD: in particular ILO Conventions 100 on Equal Remuneration and 111 on Discrimination (Employment and Occupation) and ILO Convention 156 on Workers with Family Responsibilities,] [IRAN TO ADD: may] provide a legal framework for the promotion of gender equality in education and employment. (Based on CSW53 agreed conclusions, paras. 3 and 5)

 

 

B)  UN WOMEN

1) [MALAYSIA TO ADD: 3 ter: The Commission welcomes the establishment of the United Nations Entity for Gender Equality and the Empowerment of Women, (UN Women), and the appointment of Ms. Michelle Bachelet as the Under-Secretary-General and Executive Director of UN Women, which will strengthen the ability of the United Nations to support the achievement of gender equality and the empowerment of women. (based on ECOSOC 2010 Ministerial Declaration, paragraph 4)

 

2) [YEMEN TO ADD: 5/12. The Commission welcomes the establishment the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women), through the adoption of General Assembly resolution 64/289 on system-wide coherence.]

 

FACILITATOR’S PROPOSAL to merge 1+2:

The Commission welcomes the establishment,  through the adoption of General Assembly resolution 64/289 on system-wide coherence, of the United Nations Entity for Gender Equality and the Empowerment of Women, (UN Women),  which will strengthen the ability of the United Nations to support the achievement of gender equality and the empowerment of women. The Commission also welcomes the appointment of Ms. Michelle Bachelet as the  Under-Secretary-General and Executive Director of UN Women.

 

 

C) RECOGNIZING NATIONAL MACHINERIES

1) [TURKEY TO ADD: 5/13:  The Commission acknowledges the important role of national machineries for the advancement of women, national human rights institutions where they exist, and civil society, especially women’s organizations, in advancing the implementation of the Beijing Declaration and Platform for Action as well as relevant conventions, and  in promoting the equal sharing of responsibilities between women and men, and recognizes their contributions to the work of the Commission. (based on agreed conclusions, CSW 53, para 12). ]

D) BENEFITS OF EDUCATION AND SCIENCE/TECHNOLOGY

1) 4. The Commission stresses that education [PAKISTAN, HOLY SEE, EU, US TO DELETE: and training] [IRAN TO ADD: and access to science and technology are human rights] [SWITZERLAND TO DELETE: is] [SWITZERLAND TO ADD: as] a human right [SWITZERLAND to add: is] [SWITZERLAND TO DELETE: and] [HOLY SEE TO ADD: and with training] [EU TO DELETE: an essential] [EU TO ADD: key] tool for [EU TO ADD: the development of democratic culture, gender equality, women as agents of change, the reduction of poverty, the reduction of violence against women,] [HOLY SEE TO ADD: the promotion of the dignity and worth] [HOLY SEE TO DELETE: the empowerment] [EU TO ADD: , in a context of global economic and technological changes,] of women, [SWITZERLAND TO DELETE: including their economic empowerment] [SWITZERLAND TO ADD: and that it is particularly important to promote human rights education and learning at all levels (inspired by para 227 Beijing Declaration and Platform for Action; A/RES/64/290 on the  Right to education in emergency situations; A/64/82 on the Follow up to the international year of human rights learning) ]. [EU TO MODIFY THE FOLLOWING AND PROPOSE IT AS 4 quat below: It welcomes the progress made in increasing women’s and girls’ access to and participation in education and training, including science [US TO DELETE: and]  technology [US TO ADD: engineering and mathematics] education. The Commission recognizes the potential of education and training, and of science and technology, to contribute to economic growth [IRAN TO ADD: development] and accelerate progress towards achieving internationally agreed development goals, including the [TURKEY TO ADD: Education for All (Dakar 2000) and the] Millennium Development Goals by 2015.]

 

2) [EU TO ADD: 4 quat. The Commission recalls the agreed conclusions on ‘Education and training of women’ from its 41st session as well as those on ‘Participation and access of women to the media and information and communication technologies and their impact on and use as an instrument for the advancement and empowerment of women’ from its 47th session, and welcomes the progress made in increasing women’s and girls’ access to and participation in education and training, including science and technology education. The Commission recognizes the potential of education and training and of science and technology, to contribute to economic growth and accelerate progress towards achieving internationally agreed development goals, including the Millennium Development Goals by 2015. It also acknowledges that progress in science and technology allows more women and men to focus on education and decent work.]

 

3) [AUSTRALIA TO ADD: 4 bis. The Commission notes that strong educational outcomes for girls provide them with the skills, values, knowledge and understanding necessary for lifelong learning, employment and full participation in social, economic and political development (based on BPFA para 80 (h)).]

4) [EU TO ADD: 4 quin. The Commission also recognizes that women’s and girls’ equal access to scientific and technological knowledge and skills is a rights issue as well as an economic imperative. (based on E/CN.6/2011/5, para. 8 and 9)]

5) [HOLY SEE TO ADD: 4 ter. The Commission recognizes that the feminine genius can greatly assist in promoting authentic humanistic and ethical dimensions of scientific and technological progress as a requirement within science. (based on 1999 Budapest, World Conference on Science outcome document, section 3.2)]

6) [AUSTRALIA TO ADD: 3 bis. The Commission acknowledges the important contribution that women make to research, working in fields as diverse as information and communications technologies, biotechnology, health, mining, transport, infrastructure, agriculture, natural resource management and manufacturing.]

7) [IRAN TO ADD: 4 sex. The Commission also stresses that the full access for women to science and technology skills and their participation in science and technology education, depends to a large extent  on removing of discriminatory obstacles to science and technology transfer from developed  countries to the developing countries, and, also the identification of the rights and abilities of  the developing countries in having access to modern sciences and technology, which  are considered as a prerequisite for the advancement of women.]

E) CONCERNS

1) [YEMEN TO ADD: 5/11. The Commission expresses deep concern at the negative impact of the ongoing global crises such as the financial and economic crisis, the food crisis and continuing food insecurity, the energy crisis, as well as the challenges of natural disasters and climate change on gender equality, the empowerment of women and the achievement of the MDGs. (Based on Para 5 of the Ministerial Declaration of the ECOSOC 2010)]

 

2) [AUSTRALIA TO ADD: 5 sex. The Commission expresses deep concern that violence against women continues to occur, noting that it is an obstacle to the achievement of the objectives of equality and impairs the ability of women and girls to develop their full potential as equal partners with men, in every aspect of life and development, including education, training, full employment and decent work. (based on BPFA paras 112 and E/2006/27-E/CN.6/2006/15 )]

 

3) 5. The Commission expresses concern that low quality of education reduces the benefits [HOLY SEE TO DELETE: of education and training] for women and girls, [EU TO ADD: men and boys, and that this has a long-term effect on the development of any given society. The Commission also expresses concern about the fact] [EU TO DELETE: and] that women’s educational gains are yet to translate into equal access to full employment and decent work [EU TO ADD: including green and sustainable jobs and equal pay for equal work]. It remains deeply concerned by [HOLY SEE TO DELETE: the persistence of [YEMEN TO ADD: poverty,] gender stereotypes], [AUSTRALIA TO ADD: and a culture of discrimination which inhibit women’s equal participation in non-traditional areas of employment such as science, engineering, technology] [COSTA RICA TO ADD: the absence of care services for dependent persons (p.57 E/CN.6/2011/5)], [TURKEY TO ADD: high illiteracy rates, especially for women] and the under-representation of girls and women in [EU, US TO DELETE: some sub-] [EU TO ADD: several] [US TO DELETE: fields] of science and technology [US TO ADD: , engineering and mathematics] [EU TO DELETE: education and employment] [PAKISTAN TO DELETE: , and of boys and men in care-related sectors] [US TO ADD: and other careers traditionally dominated by women]. [HOLY SEE TO DELETE: The Commission recognizes that science and technology research, development and deployment have insufficiently responded to [EU TO DELETE: women’s needs] [EU TO ADD: needs of the poorest, in particular women.]

4) [EU TO ADD: 5 oct. The Commission expresses concern about the  high drop-out rate of female students from schools, especially at the secondary level, owing to traditional gender stereotypes, lack of means of transportation, indirect costs of education and involvement in economic activities, in particular girls with disabilities, living in rural or remote areas and girls belonging to linguistic, ethnic minorities. The Commission believes that the education system should also be flexible to accommodate children that are involved in seasonal employment or domestic work. (based on E/CN.6/2011/5, para. 8 and 18)]

5) [AUSTRALIA TO ADD: 5 quat. The Commission expresses concern that women continue to bear the major responsibility for unpaid domestic and caring work and that this impedes their workforce participation and impacts on their long term economic security. ]

6) [TURKEY TO ADD: 5 bis. and for changing the current gender-based division of labour labour into new economic structures where women and men enjoy equal treatment, pay and power, including sharing of paid and unpaid work and access to S&T   (based on agreed conclusions, CSW 53, para 7).]

7) [EU TO ADD: 5 dec. The Commission recognizes that the full integration of women into the formal economy, in particular, into economic decision-making, means changing the current gender-based division of labour into new economic structures where women and men enjoy equal treatment, pay and power, including sharing of paid and unpaid work. The Commission also recognizes that gender inequality and discrimination contribute to the continuing imbalance in the division of labour between women and men and perpetuate stereotypical perceptions of men and women. The Commission stresses the importance of taking appropriate measures to achieve equal sharing of work and parental responsibilities between women and men, including measures to reconcile care and professional life and emphasize men’s equal responsibilities with respect to household work. (Based on CSW53 agreed conclusions, paras 7, 9, and 15j)]

 

[FACILITATOR’S PROPOSAL to merge 5+6+7:

The Commission expresses concern that women continue to bear the major responsibility for unpaid domestic and care work and that this impedes their workforce participation and impacts on their long term economic security. The Commission  recognizes that gender inequality and discrimination contribute to the continuing imbalance in the division of labour between women and men and perpetuate stereotypical perceptions of men and women .The Commission also  recognizes that the full integration of women into the formal economy, in particular, into economic decision-making, means changing the current gender-based division of labour into new economic structures where women and men enjoy equal treatment, pay and power, including sharing of paid and unpaid work, and access to science and technology. (Based on CSW53 agreed conclusions, paras 7 and 9)

F)  BARRIERS AND OBSTACLES

1) [EU TO ADD: 5 sept. The Commission calls for the lifting of all legal, social, cultural, traditional and religious barriers that prevent women and girls from having equal access to education and training.]

2) [CARICOM TO ADD: New. The Commission, cognizant of the barriers to equal access and participation of women and girls to education and training, particularly in rural communities, acknowledges the role of distance education and e-learning in women’s development in helping to overcome issues related to time constraints, lack of financial resources and family responsibilities].

3) [EU TO ADD: 5 nov. The Commission is particularly concerned that early child-bearing continues to be an impediment to improvements in the educational, economic and social status of women in all parts of the world. Overall, for young women early marriage and early motherhood can severely curtail educational and employment opportunities and are likely to have a long-term adverse impact on the quality of their lives and the lives of the children. (based on BPfA, para 93)]

 

4) [AUSTRALIA TO ADD: 5 ter. The Commission notes that the exclusion of women as leading researchers, innovators and professionals represents more than a loss of talent and skilled labour.  It contributes to the persistent gap between male and female earnings and is a significant barrier to women’s long term economic security.]

5) [AUSTRALIA TO ADD: 5 quin. The Commission expresses deep concern that certain vulnerable groups of women and girls, including Indigenous women, face multiple disadvantages related to disability, race, age, ethnicity, religion and geographic location in addition to their gender that can isolate and marginalize such women and create intersectional barriers to their full and equal access to, and equal participation in education, training, science and technology, and equal access to full employment and decent work. (based on BPFA para 31).]

G) COMPREHENSIVE INTERVENTIONS

1) [TURKEY TO ADD: 5/14: The Commission underlines that addressing such challenges at all levels requires a systematic, comprehensive, integrated, multidisciplinary and multisectoral approach, with policy, legislative and programmatic interventions, and gender responsive budgeting  (based on agreed conclusions, CSW 50,  para 6)]

 

 

H) STAKEHOLDERS

1) 6. The Commission urges Governments, [TURKEY TO ADD: including local authorities,] the relevant entities of the United Nations system, [PERU TO ADD: regional commissions,] international and regional organizations, [TURKEY TO ADD: including the international financial institutions,] [AUSTRALIA, PHILIPPINES TO ADD: national human rights institutions] and civil society, including educational, scientific research and [HOLY SEE TO ADD: their] [HOLY SEE TO DELETE: scientific research] funding institutions, the private sector, employer organizations, trade unions, professional bodies, and non-governmental organizations, [TURKEY TO ADD: media and other relevant actors,] [US TO ADD: as appropriate,] to take [JAPAN TO ADD: , as appropriate,] the following actions:

 

6.1 Strengthening national policies and programmes

 

GENDER MAINSTREAMING

1) [TURKEY TO ADD: NEW intro para: Promote an active and visible policy of mainstreaming a gender equality perspective into all policies and programmes addressing, inter alia, unequal access to educational opportunities and inadequate educational opportunities, and taking into account girls and women in especially difficult circumstances. (based on agreed conclusions CSW 1997/4, paras 1 and 5)]

 

2) [BRAZIL TO ADD: b bis: Mainstream a gender perspective in policies and programmes within relevant governmental sectors, such as education, science and technology, research institutions and research funding agencies;]

 

3) [COSTA RICA TO ADD: k oct: Adopt and/or review and fully implement, gender-sensitive legislation and policies on education and employment that address the root causes of horizontal and vertical occupational segregation and gender-based wage gaps. (p.65 b E/CN.6/2011/5)]

FACILITATOR’S PROPOSAL to merge 1+2+3:

Mainstream a gender perspective in all  policies and programmes, particularly within relevant governmental sectors, such as education, science and technology, research institutions and research funding agencies, in order to address unequal access to educational opportunities and the root causes of horizontal and vertical occupational segregation and gender-based wage gaps, taking into account girls and women in especially difficult circumstances.

DATA

1) a) Improve [CANADA TO ADD: , systematize and fund] the collection, compilation and dissemination of [AUSTRALIA TO ADD: timely, reliable and comparable] sex- [BRAZIL TO DELETE and] age [MEXICO TO ADD: disability] [BRAZIL TO ADD: and race]-disaggregated data [EU TO ADD: and qualitative and quantitative analysis, as well as the development of gender specific indicators, and conduct research on the causes, including root causes of gender segregation,] on education, training and employment, [EU TO ADD: both formal and non-formal and including] [EU TO DELETE: particularly] science and technology employment, to [PAKISTAN TO ADD: help] better [PAKISTAN TO DELETE: inform] [PAKISTAN TO ADD: informed] policymaking; (based on E/CN.6/2011/3, paras. 29 and 66 (d); E/CN.6/2011/5, para. 65 (t))

 

MONITORING/EVALUATION

1) b) Strengthen [SWITZERLAND TO ADD: gender mainstreaming by] monitoring and evaluation of existing policies and programmes to promote gender equality in education and training, science and technology, and access to employment, so as to assess their effectiveness and impact and improve future [TURKEY TO ADD: gender-sensitive] policies and programmes [EU TO ADD: to ensure that a gender perspective is reflected in all policies and programmes]; (based on E/CN.6/2011/3, para. 66 (a); E/CN.6/2011/5, para. 65 (a) [EU based on: Beijing Declaration, para. 38])

 

FUNDING/BUDGETS

1) c) [US TO ADD: Seek to ensure that] [US TO DELETE: Increase] public and private investment in education and training [US TO DELETE: to expand] US TO ADD: expands] [TURKEY TO ADD: and ensure] women’s and girls’ [TURKEY TO ADD: equal] access to [EU TO ADD: lifelong learning] quality education [EU TO DELETE: and] [EU TO ADD: ,] training, [US TO ADD: including in the sciences, and that investment] [EU TO ADD: and research] [TURKEY TO ADD: and lifelong learning] [CANADA TO ADD: including for women and girls in and out of school,] [US TO DELETE: as well as] in science and technology research and development that directly benefits women [EU TO ADD: ‘s empowerment and gender equality]; (based on E/CN.6/2011/3, paras 52 and 63; E/CN.6/2011/5, paras. 15 and 28, [SWITZERLAND: Based on Beijing Platform for Action, para 79])

 

2) d) [EU, US TO DELETE: Expand] [EU TO ADD: Consider] [US TO DELETE: the use of gender-responsive budgeting] [US TO ADD: Work] to ensure that public resources [US TO ADD: dedicated to:],  [US TO DELETE: particularly in [EU TO ADD education and training,] science and technology] research and development, benefit women and men [US TO DELETE: equally] [US TO ADD: and boys and girls, taking into account gender dimensions to the greatest degree possible,] and [US TO ADD: also] contribute to the empowerment of women [TURKEY TO ADD: and girls]; (based on E/CN.6/2011/3, para. 62; E/CN.6/2011/5, para. 65 (a))

INTERNATIONAL COOPERATION

1) [YEMEN TO ADD: d sext. Increase funding for the education and training needs of girls and women as a priority in development assistance programmes; (based on Beijing 86-a)]

 

2) [CUBA TO ADD: NEW: Urges strengthening of international cooperation in the area of access and participation of women and girls to education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work, and we welcome in this regard South-South, North-South and triangular cooperation and recognize that the commitment to explore opportunities for further South-South cooperation entails seeking not a substitute for but rather a complement to North-South cooperation.(Based on para 31 Ministerial Declaration ECOSOC 2009)]

 

African Group to have a para on international cooperation

 

PARTNERSHIPS

1) [TURKEY TO ADD: g ter: Ensure the engagement and participation of civil society in the formulation, implementation and monitoring of strategies for educational development; (Dakar Framework for Action 8(iii))]

 

MULTIPLE DISADVANTAGES

1) [CANADA TO ADD: d bis. Take into account in policies and programmes, the many factors that intersect with gender, including social class, age, ethnicity and disability; (based on E/CN.6/2011/3, para 66 (b))]

2) [CANADA TO ADD: d ter. Take measures to eliminate inequalities related to age, poverty, geographical location, language, ethnicity, religion and disability affecting women and girls in access to and participation in education at all levels; (based on E/CN.6/2011/5, para 65 (d))]

3) [AUSTRALIA TO ADD: k ter. Take appropriate measures to eliminate stereotypes and discrimination, and improve access to education, full employment and decent work for women, including Indigenous women, who face multiple disadvantage related to disability, race, age, ethnicity, religion or geographic location (based on BPFA paras 31 and 80 (a)).]

FOREIGN OCCUPATION

1) [SYRIA TO ADD d quin. Resolve to take further concerted measures and actions in conformity with international law, including international humanitarian law, to remove the obstacles and constraints to the full realization of the rights of peoples living under foreign occupation to ensure access and participation of women and girls in education, training, science and technology including for living in dignity; (based on op49 of 65/1, and para 11 of the Ministerial Declaration 2010)]

6.2 Expanding access and participation in education

GENERAL/ALL LEVELS

1) [TURKEY TO ADD: d dec: Ensure women’s and girls’ full and equal access to all levels of quality education and training, while ensuring progressively and on the basis of equal opportunities, that primary education be made compulsory, accessible, available and  free to all; (based on agreed conclusions, CSW 50, para 12(a))]

2) [AUSTRALIA TO ADD: e ter. Ensure women’s and girls’ full and equal access to quality education at all levels, including basic, secondary and higher education, vocational, science and technology education and training.]

3) [EU TO ADD: h ter. Promote women’s and girls’ access to free quality formal education, technical and vocational education and training and non-formal education throughout the life cycle as the essential foundation for women’s careers in science and technology and use of technology; (from EGM/ST/2010/REPORT, para. 37 a)

4) [EU TO ADD: d nov. Ensure the full participation of women and girls in all aspects of science and technology, from early childhood to tertiary level, as well as in continuing education. (Based on Budapest WCS 1999 para. 90;  the 1997 CSW agreed conclusions on education and training of women)]

 

5) [MALAYSIA TO ADD: i quint. Ensure access of women and girls to formal and non-formal education and vocational training, including lifelong learning and retraining, and adult and long-distance education, including in information and communications technology and entrepreneurial skills, in order to promote the empowerment of women, inter alia, through enhancing and facilitating women’s access to full and productive employment and decent work (based on ECOSOC 2010 Ministerial Declaration, paragraph 9 (m))

 

FACILITATOR’S PROPOSAL to merge 1+2+3+4+5+:

Ensure women’s and girls’ full and equal access to quality formal and non-formal education and vocational training, at all levels and  throughout the life cycle, including lifelong learning and retraining, and adult and long-distance education, including in information and communications technology and entrepreneurial skills, in order to promote the empowerment of women, inter alia, through enhancing and facilitating women’s access to full and productive employment, in particular to careers in science and technology.

 

INCREASE ENROLMENT/RETENTION

1)[CHILE NEW PARA: Increase enrolment and retention rates of girls by allocating appropriate budgetary resources, by enlisting the support of parents and the community, as well as through campaigns, flexible school schedules, incentives, scholarships and other means. (based on Beijing Platform for Action, para. 80-f)]

 

2)[PAKISTAN, YEMEN TO ADD: e quat. Increase enrolment and retention rates of girls by allocating appropriate budgetary resources; by enlisting the support of parents and the community, as well as through campaigns, flexible school schedules, incentives, scholarships and other means to minimize the costs of girls’ education to their families and to facilitate parents’ ability to choose education for the girl child; (based on Beijing Platform for Action, para. 80-f)]

3) [SWITZERLAND TO ADD: e quin: Provide financial incentives targeted at families in order to increase girls’ enrolment in schools, such as the elimination of school fees, school feeding programs and the distribution of free school uniforms as well as textbooks and other teaching and learning supplies. (Based on E/CN.6/2011/5, para 20)

 

4) [PAKISTAN TO ADD: d quat. Develop and provide, where possible, special measures and programmes such as scholarships, nutritional, academic and infrastructure support to improve girls’ enrollment and retention rates in primary, middle and secondary education;]

FACILITATOR’S PROPOSALto merge 1+2+3+4:

Increase enrolment and retention rates of girls by allocating appropriate budgetary resources, by enlisting the support of parents and the community, as well as through campaigns, flexible school schedules, incentives, scholarships and other means, such as eliminating school fees, providing teaching and learning supplies,   nutritional and academic support

PREGNANCY/DROPOUT

1) [SWITZERLAND TO ADD: para e sex. Take measures to reduce dropouts linked to early pregnancy including revision of education codes to allow teenage mothers to return to school (based on E/CN.6/2011/5, para 24)]

2) [EU TO ADD: h sex. Design and implement programmes that provide social services and support to pregnant adolescents and adolescent mothers, in particular to enable them to continue and complete their education; (Beijing +5 Outcome document, para. 79g)]

3) [EU TO ADD: k sex. Provide multiple opportunities for re-entering school, especially for young mothers, including education programs with flexible locations and times and distance education. (based on “Seven Transformative Action Areas” by the  CSTD Gender Working Group endorsed by ECOSOC July 1995. Resolution 1995/4. Issue 1).]

FACILITATOR’S PROPOSALto merge 1+2+3:

Ensure that pregnant adolescents and young mothers can continue and complete their education, by revising educational codes, providing social services and support, and education programmes with flexible locations, schedules, and distance education.

VIOLENCE/PREVENTION

1) [AUSTRALIA TO ADD: k quat. Take appropriate action to condemn all forms of violence against women and take effective legislative and other measures to prevent and eliminate all such violence in order to eliminate barriers for women and girls to education and training, full employment and decent work (based on BPFA paras 124 ( C), (g), (i) (l).]

2) [CHILE TO ADD: para d oct. Improve the safety of girls at and on the way to school, including by providing infrastructure such as transportation, [SWITZERLAND TO ADD: adequate sanitation including] separate toilets, improved lighting, [SWITZERLAND TO ADD: playgrounds and safe spaces,] by establishing and enforcing sanctions for violence, [SWITZERLAND TO ADD: in particular sexual violence,] against girls, and by conducting violence prevention activities in schools and communities. (based on E/CN.6/2011/5, para 25).

 

RESEARCH ABOUT GAPS

1) [US TO ADD: c quat: Identify specific gaps in education and career pathways in science, technology, engineering and mathematics to understand where women and girls are exiting, and support research to understand causes and factors related to these gaps, recognizing that factors will vary among diverse settings;]

2) [EU TO ADD: c ter. Consider providing institutional and financialsupport to gender studies in academia contributing in all policies and programmes on education, training and research.]

 

6.3 Strengthening gender-sensitive, quality education and training, including in the field of science and technology [EU TO ADD: throughout the lifecycle]

 

GENERAL QUALITY

1) e) [EU TO ADD: Increase the number of educated teachers and] improve learning conditions, [EU TO ADD: making room for individual talent , diversity and creativity; adapt] teaching methods and [SWITZERLAND TO ADD: develop gender-sensitive] curricula [SWITZERLAND TO ADD: for boys and girls] [EU TO ADD: making sure that they are flexible and regularly updated; increase the share of women teachers in scientific and technological disciplines at all levels of education] to ensure that girls and women receive quality education that results in the acquisition of literacy and numeracy skills, and of marketable knowledge and skills [EU TO ADD: , as well as the development of democratic culture, human rights and gender equality; provide greater access for women and girls to information and communication technologies (ICT), including those oriented to the green economy]; (based on E/CN.6/2011/5, para. 28 and 65 (k) [EU: and Beijing Platform and Declaration paras 82g and 83 f and Budapest WCS 1999 para. 11])

2) [ISRAEL TO ADD: e bis. Provide gender-sensitive early childhood education and assure the lifelong learning of quality education for the girl-child]

CONTENT

1) [EU TO ADD: h quat. Take steps to ensure access to life skills and sex education, including education in sexual and reproductive health, in schools in order to support young people in developing knowledge and skills to enable them to make informed and responsible decisions to help reduce early marriage and early child bearing and to combat sexual harassment and gender based violence; (based on BPfA para 71)]

2) [EU TO ADD: h quin. Remove legal, regulatory and social barriers, where appropriate, to sexual and reproductive health education, within formal education programmes regarding women’s health issues; (from BPfa, para. 83k)]

CURRICULA/TEXTBOOK

1) [EU TO ADD: e sept. Develop a gender sensitive curriculum from kindergarten to elementary schools to vocational training and universities in order to address gender stereotyping as one of the root causes of segregation in working life; (addition based on Outcome Document B+5 Para 67 (d)]

2) f) [HOLY SEE TO DELETE: Provide guidelines to textbook writers and publishers, [MEXICO TO ADD: including for official text books, ] and establish criteria to guide institutional buyers, to ensure that educational materials portray women and men [EU TO ADD: , girls and boys] in diverse and non-stereotypical roles, particularly in scientific and technological subjects [US TO ADD: and ensure that science case studies and examples in textbooks reflect girls’ interests]; (based on E/CN.6/2011/5, para. 30, 31)]

 

MAKING SCIENCE &TECHNOLOGY ATTRACTIVE

1) g) [EU TO DELETE: Expand] [EU TO ADD: Improve] hands-on experimentation [SWITZERLAND TO ADD: and collaborative work] in science and technology classes, highlight the broad societal applications of science and technology in curricula and textbooks, and expose both girls and boys to female role models in science and technology to combat the gender-science stereotype and to [EU TO DELETE: make] [EU TO ADD: create a positive and more attractive image of careers in] science and technology [EU TO DELETE: more attractive] for girls and women; (E/CN.6/2011/3, paras. 20, 21, 22, 23, and 66 (e), [EU: (f)] (g))

 

2) [EU TO ADD: e oct. Scale up strategies to encourage and support girls’ participation in mathematics, science and technology, including research, through, for instance the development of information services and professional guidance to promote their participation in fields where they are currently under-represented;  (Source documents Resolution CSW 54/4 Para 10 (a) extract but adding “mathematics” and AC CSW 1997/4 Para 13]

3) [CANADA TO ADD: h bis. Expand recruitment and support for women science and technology teachers at the secondary and tertiary levels, recognizing the importance of role models for women and girls in non-traditional areas of study; (based on E/CN.6/2011/3, paras 22, 23)]

4) [HOLY SEE TO ADD f alt. Promote a positive image of careers in science and technology for women, including through sensitizing parents, students, teachers, career counselors and curriculum developers; (E/CN.6/2011/3, 66,f)]

5) [US TO ADD: g bis: Improve understanding of social and cultural factors which encourage or discourage women and girls in science, technology, engineering and mathematics (STEM), including research on media images of women and girls interested in STEM or working in STEM fields;]

TEACHER TRAINING

1) h) [EU TO DELETE: Expand and strengthen] [EU TO ADD: Improve] [HOLY SEE TO DELETE: pre- and in-service] teacher [EU TO DELETE: training] [EU TO ADD: education] [CANADA TO ADD: , especially for women,] to increase the quality of education, including [HOLY SEE TO ADD: in the area of] science [HOLY SEE TO ADD: and technology] [HOLY SEE TO DELETE: education, and systematically integrate in such trainings a focus on gender equality [EU TO DELETE: issues and on ways] [EU TO ADD: and human rights] to combat gender stereotypes] [EU TO ADD: , violence and gender discrimination]; (based on E/CN.6/2011/3, paras. 18, 19 and 66 (e); E/CN.6/2011/5, paras. [EU: 25,] 32, 65 (k))

6.4 Supporting the transition from education to [US TO DELETE: full] employment and decent work

 

MARKETABLE SKILLS

1) i) [EU TO DELETE: Expand the scope of] [EU TO ADD: Improve] education and training opportunities for women, men, [MEXICO TO ADD: youth,] girls and boys, [EU TO ADD: including women and girls facing multiple discrimination,] that are [EU TO ADD: relevant to and] aligned with rapidly changing labour market needs, particularly in non-traditional fields, and raise awareness of such opportunities and of their suitability to both women and men, particularly among parents, teachers, [EU TO DELETE: and] career counselors [EU TO ADD: and other advisors]; (based on E/CN.6/2011/3, para. 24; E/CN.6/2011/5, paras. 38 and 56)

 

2) [EU TO ADD: h sept. Eliminate discrimination, ensure equal rights and access and actively enable participation by women and girls in education and training at all levels, including by encouraging the development of programmes with the aim of equipping women with business, trade, information and communication technology and entrepreneurship skills; (E/CN.6/2005/11, res. 49/8, para. 4)]

 

3) [ISRAEL TO ADD: i bis. Enhance the engagement of private sector and non-governmental organizations with the educational systems, in order to encourage recognition of entrepreneurship as an important skill to be acquired by women entering the labour market;]

4) [EU TO ADD: i ter. Promote the acquisition, by more young people, especially young women, of skills required for jobs linked to the greening of the economy, in particular in science, technology, engineering and mathematics; promote lifelong learning; encourage pro-active sectoral training initiatives in green skills in old and new sectors; encourage the training of teachers and trainers for changes in jobs linked to the greening of the economy;]

RECOGNITION OF SKILLS

1) j) [US TO DELETE: Formally] recognize women’s prior learning [EU TO DELETE: gained from unpaid and/or informal work] [PAKISTAN TO ADD: on equal footing], [EU TO ADD: and management skills,] to facilitate access to training and employment opportunities, particularly for women who interrupted their education or employment [EU TO ADD: for various reasons such as violence against women, early marriage, teenage pregnancy and/or multiple discrimination] [SWITZERLAND TO ADD: and encourage the adaptation of customized curricula (based on Beijing para 82 g)](E/CN.6/2011/5, para. 53 and 65 (m)).

JOB SEARCH

1) k) [EU TO DELETE: Expand] [EU TO ADD: Improve] access to job search support services and include job readiness and job search skills in curricula for secondary and higher education and vocational training, to facilitate women’s transition from school to work and reentry in the labour market; (based on E/CN.6/2011/5, paras. 50 and 65 (o))

 

OCCUPATIONAL SEGREGATION

1) [SWITZERLAND TO ADD: k bis. Raise the value of the lower paying

sectors dominated by women, such as teaching and care work, and thereby reduce the gender pay gap and occupational segregation. (based on E/CN.6/2011/5, para 54)

 

2) [EU TO ADD: k quin. Promote good working conditions as well as career management for care and personal service workers, so as to reduce the number of people leaving the profession and increase the attractiveness for men of working in the care and personal sectors, inter alia through public awareness campaigns;

FACILITATOR’S PROPOSAL to merge 1+2:

Reduce occupational segregation and the gender pay gap by raising the value of lower paying sectors dominated by women, such as care and personal service , and by increasing the attractiveness for men of working in these sectors,  inter alia  through public awareness campaigns.

 

WORK/LIFE BALANCE

1) [COSTA RICA TO ADD: c bis. Adopt and implement legislation and policies to promote the reconciliation of work and family responsibilities for both women and men, and promote the provision of accessible and affordable care services, including child and elder care. (p.65 (s) and p.60  E/CN.6/2011/5)]

2) [HOLY SEE TO ADD: j bis. Design, implement and promote family friendly policies and services, including affordable, accessible and quality care services for children and other dependents, parental and other leave schemes and campaigns to sensitize public opinion and other relevant actors on equal sharing of employment and family responsibilities between women and men; (Agreed conclusions CSW53, para. 15,o)]

 

3) [EU TO ADD: m bis. Promote better work-family balance for both women and men including more equal sharing of care giving responsibilities so that they can more easily manage their professional and personal lives. (E/CN.6/2011/3, para 32)]

4) [MEXICO TO ADD:  n quart. Promote measures to achieve equal sharing of work and parental responsibilities between women and men, including measures to reconcile care and professional life and emphasize men’s equal responsibilities with respect to household work; E/2009/27-E/CN.6/2009/15]

 

FACILITATOR’S PROPOSALto merge 1+2+3+4:

Adopt and implement legislation and policies to promote the reconciliation of work and family responsibilities for women and men, including:  affordable, accessible and quality care services for children and other dependents;parental and other leave schemes;   campaigns to sensitize public opinion and other relevant actors on equal sharing of employment and family responsibilities between women and men;  measures to reconcile care and professional life and  emphasize men’s equal responsibilities with respect to household work.

 

5) [PAKISTAN, HOLY SEE TO ADD n bis. Maternity, motherhood, parenting and the role of women in procreation must not be a basis for discrimination nor restrict the full participation of women in society; (Beijing Platform for Action para. 29)]

MIGRANT WORKERS

1) [PHILLIPINES TO ADD: w. Implement gender-sensitive laws and programmes for all women migrant workers; recognize domestic and other care workers in labour laws and promote decent work for these groups; ensure fair labour conditions including standard employment contracts; immigration laws that provide safe, legal channels for women’s migration for work; pre-departure training for prospective women migrant workers to prevent exploitation; education on savings mobilization, effective remittance transfers; and up-skilling of returnee women migrant workers on alternative income sources through enterprise development (including micro-credit enterprises).]

 

6.5 Increasing retention and progression of women in science and technology employment

 

RANGE OF SCIENCE/TECHNOLOGY PROFESSIONS

1) [US TO ADD: k sept: Recognize and value the full spectrum of professions in which women may be employed in the science and technology enterprise, to include laboratory leaders, staff scientists, engineers, teachers, mathematicians, technically-trained lawyers, writers, journalists and analysts, among others;]

 

NON-DISCRIMINATORY RECRUITMENT/PROMOTION

1) l) [EU TO DELETE: Set] [EU TO ADD: Encourage] clear criteria for recruitment and promotion in the science and technology sector, [EU TO DELETE: and] [ EU TO ADD: train and] sensitize staff, in particular recruiters, human resources personnel, and supervisors, to gender [EU TO ADD: mainstreaming and gender] equality issues in order to increase transparency and fairness, and to prevent direct and indirect discrimination [MEXICO TO ADD: and all forms of violence] against women [EU TO ADD: , thereby promoting a women-friendly work environment]; (based on E/CN.6/2011/3, para. 66 (j))

2) US TO ADD: l ALT: (l) alt Encourage institutional cultures and practices that value all members and offer opportunities to reach their full potential by setting clear and transparent criteria for recruitment, [and] promotion and recognition/awards in [the] science and technology [sector] in both public and private sectors; and sensitizing leadership and staff, at all levels, including CEOs, department heads, [in particular] recruiters, and human resources personnel [and supervisors], to gender equality issues; establishing diversity committees to include women and men; and supporting leadership skill building for women; [in order to increase transparency and fairness, and to prevent direct and indirect discrimination against women];

3) [EU TO ADD: p bis. Ensure that gender is considered a necessary dimension of human resources management for the modernization of scientific and technological organizations; promote gender balance in selection/recruiting mechanisms in science and technology institutions, such as science academies, funding institutions, academia and the public and private sectors;]

FACILITATOR’S PROPOSAL to merge 1+2+3 in the following 2 para:

 

1) NEW l) Encourage institutional cultures and practises in workplaces that value all members and offer opportunites to reach their full potential, ensuring that gender is considered a necessary dimension of human resources management in particular for the modernization of scientific and technological organizations, both in public and private sectors, such as science academies, funding institutions, academia.

2) NEW l) BIS Further encourage clear and transparent criteria for  recruitment, promotion and recognition in science and technology both in public and private sectors; and training and sensitizing leadership and staff, at all levels, including CEOs, department heads, recuirters and human resources personnel to gender mainstreaming and gender equality issues; consider also to establish diversity committee  and supporting leadearship skill building for women.

NETWORKING/MENORING

1) m) Develop networking [EU TO DELETE: and] [ EU TO ADD: ,] mentoring [EU TO ADD: , role model and career advisory] programmes to [EU TO DELETE: break the isolation of women] [EU TO ADD: combat women’s discrimination] in science and technology tertiary education and employment and improve their retention and progression in science and technology fields [EU TO ADD: , including research; promote refresher courses and re-entry scholarships for women returning to career in science]; (based on E/CN.6/2011/3, para. 66 (i))

 

2) [US TO ADD: m ALT: Develop networking and mentoring programmes, including those that utilize information and communication technology (ICT) for real-time, multinational experiences and learning for women, particularly those that link women scientists in the diaspora community with countrywomen in their native homes;]

 

3) [EU TO ADD: n ter. Promote actions and measures to support early-stage career development for young women scientists in universities and research institutions;]

 

FACILITATOR’S PROPOSAL to merge 1+2+3:

Develop role model, career advisory, networking andmentoring programmes, including those that utilize information and communication technology (ICT) and particularly programmes that link women scientists in the diaspora community with counntrywomen in their native countries, in science and technology tertiary education and employment;  i promote measures to improve  female retention and progression in science and technology fields, with a special focus on  women scientists in early-stage career, and women re-entering science and technology careers.
WORK/LIFE BALANCE

1) n) Encourage [MEXICO TO ADD: governments,] employers and funding agencies to establish flexible work policies [AUSTRALIA TO ADD: and arrangements] [CANADA TO ADD: that are equitable] for both women and men, [EU TO ADD: , taking into account the balance between professional careers and private life] such as time extension on research grants for pregnant researchers, [EU TO DELETE: paid] maternity, paternity, [EU TO DELETE: and] parental [EU TO ADD: and/or other forms of] leave, and provision of accessible [MEXICO TO DELETE: and]  affordable [MEXICO TO ADD: quality] care services, in order to improve the retention and progression of women in [EU TO ADD: employment, inter alia] science and technology employment; (based on E/CN.6/2011/3, paras. 32, 33 and 66 (k), E/CN.6/2011/5, para. 60 and 65 (s) [EU: from agreed conclusions 2009, para 15 u)])

 

ENTREPRENEURSHIP

1) o) [EU TO ADD: Take steps to] ensure that science, technology and innovation policies take into account and address the specific constraints faced by women entrepreneurs, and facilitate their access to credit, training, information and business support services, including those provided in technology parks and business incubators; (based on E/CN.6/2011/3, paras. 40, 41, 42, and 66 (m))

 

DECISION-MAKING

1) p) [HOLY SEE, EU TO DELETE: Set time-bound [PAKISTAN TO ADD: realistic] targets and/or quotas to achieve] [HOLY SEE TO ADD: Encourage] [EU TO ADD: Take steps to ensure] gender parity in decision-making positions in [EU TO ADD: education, particularly in] science and technology institutions[EU TO ADD: at all levels], such as science academies, funding institutions, academia and the public and private sector, to ensure that women participate equally in shaping the research and development agenda; (based on E/CN.6/2011/3, paras. 38 and 66 (l))

 

2) [US TO ADD: p ALT: While supporting a truly merit-based approach, take steps, including as appropriate, setting [time-bound] targets [and/or quotas] with defined milestones to enhance gender parity and to ensure equal access of women to decision-making positions in science and technology institutions, such as science academies, funding institutions, academia and the public and private sector, to ensure that women participate equally in shaping the research and development agenda; (based on E/CN.6/2011/3, paras. 38 and 66 (l))

 

3) [EU TO ADD: v ter. Ensure the full and equal participation of women in the design of science and technology policies, as well as in the planning, orientation, conduct and assessment of research activities and in shaping the agenda for the future direction of scientific research (based on paras. 56 and 78  Budapest WSC 1999)]

 

FACILITATOR’S PROPOSAL to merge 1+2+3: Take steps such as  considering concrete goals, targets and benchmarks, while supporting a merit-based approach, to achieve equal participation of women and men in decision-making in science and technology institutions, such as science academies, funding institutions, academia and the public and private sector, and to ensure that women  contribute  equally to shape the research and development agenda,  as well as  the design of science and technology policies; (decision-making part based on agreed conclusions CSW 50 para. 17 c)

6.6 Making science and technology responsive to women’s needs

 

SCIENCE TO BENEFIT WOMEN

1) q) Fully utilize [US TO DELETE: the potential of] science and technology [US TO ADD: engineering and mathematics] [EU TO DELETE: to improve infrastructure in areas such as] [EU TO ADD: to deliver improvements in sectors such as] energy, transportation, [EU TO ADD: agriculture, nutrition,] water and sanitation, [US TO ADD: health] and ICT, with the particular  aim of improving the living conditions of women [EU TO ADD: and girls] living in poverty [MEXICO TO ADD: and taking in to account the specific needs of persons with disabilities]; (based on EGM/ST/2010/Report para. 47 and first recommendation after para. 55 and on E/CN.6/2011/3, paras. 66 (s))

 

2) [VENEZUELA TO ADD: u bis. Prioritize research and development aimed at poverty eradication that would benefit both women and men; (E/CN.6/2011/3, p. 66 (s))

 

3) [BRAZIL TO ADD: t bis: Ensure that scientific and technological innovation, in particular in health-related areas, effectively contributes to the promotion of women’s economic empowerment;]

 

4) [EU TO ADD: v bis. Encourage public media to sponsor popular science programming, including reports on the potentials of science to serve goals of society and the basic needs of the people, particularly of women and girls; promoting reporting on the impact of science on people’s lives and in particular the differential impact of science and technology on men and women;  and creating gender sensitive awareness  on women’s needs in science and technology. (based on “Seven Transformative Action Areas” by the  CSTD Gender Working Group endorsed by ECOSOC July 1995.Resolusion 1995/4. Issue 3)]

FACILITATOR’S PROPOSAL to merge 1+2+3+4:

Fully utilize science and technology and their innovations for poverty eradication and women’s economic empowerment,  in particular  for women  with disabilities, by delivering improvements in sectors such as energy, transportation, agriculture, health, water and sanitation, and ICT;   create awareness, including  by encouraging  the media to sponsor popular science programming,  on the needs of women in science and technology, and on  the differential impact of science and technology on women and men.

GENDER-BASED ANALYSIS

1) r) Encourage the use of gender-based analysis [EU TO ADD: and gender impact assessments] in science and technology research and development to increase the relevance and usefulness of new knowledge and [HOLY SEE TO DELETE: products] [HOLY SEE TO ADD: technology] [CANADA TO ADD: and to ensure these are tailored to the needs of] [CANADA TO DELETE: for both] women [CANADA TO ADD: , girls,] [CANADA TO DELETE: and] men [CANADA TO ADD: and boys] [HOLY SEE TO ADD: including migrants and disabled, with the particular aim of improving their health and wellness]; (based on E/CN.6/2011/3, paras. 53 and 55)

 

2) s) [EU TO DELETE: Integrate] [EU TO ADD: Encourage the integration of] a gender perspective in the science and technology curricula [EU TO DELETE: in tertiary] [EU TO ADD: throughout all stages of] education and continuous learning to equip [EU TO ADD: teachers,] scientists, engineers, and all other personnel involved with research and development with the skills to undertake gender-based analysis in their work; (based on E/CN.6/2011/3, para 56 and 66 (q))

 

USER-DRIVEN APPROACH

1) t) Promote a user-driven approach to technology development and deployment [US TO ADD: consistent with the protection of intellectual property rights in such technology] to ensure that women’s needs and priorities are adequately taken into account and to increase the use of new technology by women; (based on E/CN.6/2011/3, paras. 57 and 66 (r))

 

2) [TURKEY TO ADD: p ter: Ensure that governmental priorities incorporate multi-stakeholder engagement in decision-making in regard to programme design, implementation, deployment, monitoring and evaluation, and take into consideration local populations and mainstreaming of a gender perspective in the deployment of new and emerging and renewable energy technologies; (based on ECOSOC resolution 2010/3 on science and technology for development , para. a (i))

 

TRADITIONAL KNOWLEDGE

1) u) Recognize, support, promote and [US TO DELETE: protect] [US TO ADD: respect]  women’s traditional knowledge and innovation [PAKISTAN TO ADD: by taking] [PAKISTAN TO DELETE: to take] full advantage of the potential of rural women, including indigenous women, to contribute to the production of [US TO DELETE: science and technology] [US TO ADD: new knowledge to improve their lives and those of their families and communities]; (based on E/CN.6/2011/3, paras. 44, 45, 46, 47 and 66 (n))

ACCESS TO TECHNOLOGY

1) v) Conduct [EU TO ADD: non-stereotyped] local communications campaigns [EU TO DELETE: and] [EU TO ADD: in order to promote and] expand women’s [EU TO ADD: and girls’ access to education, training and] use of ICT [EU TO ADD: as well as to applied technology so as] to improve their access to information [EU TO ADD: and use of] [EU TO DELETE: on] existing and new technologies, particularly [EU TO ADD: for disadvantaged women and girls, including those living] in rural and remote areas. (based on E/CN.6/2011/3, paras. 61 and 66 (o))

 

2) [BRAZIL TO ADD: i quat. Formulate and implement public policies that increase women and girls’ access to digital technologies;]

OTHER UN BODIES

1) [PHILLIPINES TO ADD: Para 7

The Commission encourages the UN Commission on the Science and Technology in Development to provide a platform for the identification, compilation and sharing of good practice examples and lessons learnt in mainstreaming a gender perspective in science, technology and innovation (STI), and policy with a view to replicating and scaling up successes.]

 

COMMISSION’S WORKING METHODS

1)[AUSTRALIA TO ADD: Para 8

The Commission recognizes the important role of National Human Rights Institutions (NHRIs) in promoting women’s rights and gender equality at the local, national, regional and international level. The Commission recognises that NHRI, established in accordance with the Principles Relating to the Status of National Institutions (referred to as the Paris Principles) which were adopted by the Commission on Human Rights (1992/54) and General Assembly in 1993 (48/134) contribute to advancing the implementation of the Beijing Declaration and Platform of Action, and are a part of the national institutional frameworks and accountability mechanisms for the advancement of women. The Commission agrees to take steps to consider providing NHRIs and their coordinating bodies with independent participation status at the Commission. ]