Dear members,
In this newsletter a look at the IAW Board Meeting held in the beautiful country of Iceland when Board members evaluated 2011 and prepared for 2012. See also the inquiry of the IAW Commission on Health on the IAW website.
This month the world will welcome its 7 billionth baby, probably born in the Asia and Pacific Region. If it is a girl, will there still be a Commission on the Status of Women when she is twenty? Anyway, the main topic of CSW, the position of rural women, is momentarily discussed worldwide by many women organisations. Registration will be opened soon.
We were pleasantly surprised this month when three women activists received the Nobel Peace Prize.
The position of women in the Middle East has improved, but there is still a long way to go.
There is also improvement in acknowledging the important role of women in food production, in guarding the environment and in fighting desertification, but will women get the necessary tools, such as the right to own land and to be educated?
Still, there are opportunities. In Papua New Guinea women are calling the shots on a big Copper Mine - no opening without preserving human rights, social cohesion, environment and culture.
With kind regards,
Joke Sebus
INTERNATIONAL ALLIANCE OF WOMEN
ALLIANCE INTERNATIONALE DES FEMMES
IAW website: http://www.womenalliance.org
Equal Rights - Equal Responsibilities
Droits Égaux - Responsibilités Égales
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/
maandag 24 oktober 2011
maandag 10 oktober 2011
Bestuursvergadering International Alliance in IJsland
Een stevige vergaderagenda, maar ook een kennismaking met de vrouwenbeweging van een land, dat op de eerste plaats staat van de Internationale Gender Equality List. Nederland is op die lijst uit de Top Ten gevallen en staat nu op een beschamende 17e plaats (!).
De ontvangende zustervereniging Kvenrettindafelag Islands (Icelandic Women's Rights Association) had een interessant programma voor ons opgesteld. Met inleidingen over het IJslandse beleid ten aanzien van Gender Equality en Human Rights.
Education dor Gender Equality
Drie gebeurtenissen spraken tot onze verbeelding. De Hjalli kinderopvangscholen met aparte klassen voor meisjes en jongens, de Gender Equality opleiding voor deelnemers in ontwikkelingslanden en de Vrouwenstaking van 25 Oktober 2010.
The Women's Strike - Oktober 25th 2010
Vorig jaar in oktober legden alle vrouwen in IJsland vanaf 14.25 uur hun werk neer en liepen met spandoeken door de straten van Reykjavik. Gelijk Loon voor Gelijk Werk - Geen Geweld tegen Vrouwen, was het devies. Meer dan honderdduizend mensen staakten op die dag en dat op een bevolking van nog geen vierhonderdduizend mensen. Mannen liepen mee.
Women have 65.65% of men's total salaries
The ordinary working day is 9-17 o'clock
Women get paid for work from 9-14.25 o'clock
After that we are doing voluntary work,
Why should we do that?
Een knappe strategische planning ging aan deze staking vooraf..
Na het lezen van de Rijksbegroting met de zigzag-voorstellen van deze regering over arbeidsparticipatie van vrouwen vragen wij ons ook af: waarom nemen we dat eigenlijk? Is staken een goed antwoord?
Een bezoek aan Hjallastefna Kindergarten
Bij binnenkomst in de hal van het grote lage schoolgebouw liepen vijf kleine meisjes voorbij. Ze zijn een jaar of drie. Netjes op een rij, op hun sokken, ieder met een handboekje onder de arm. Ze waren niet onder de indruk van 30 vreemde vrouwen, want ze waren gewoon bezig met wat ze aan het doen waren.
Zo bleef het tijdens het hele bezoek, ook toen we door de klassen liepen. In kleine groepjes met klei prutsen, met blokjes bouwen, schaken, zelf papier uit de kast halen om te tekenen, in groepjes fantaseren met het speelgoed, heerlijk hollen buiten op de speelwei.
Wij kregen uitleg van Margret Pala Olafsdottir, die deze pedagogische methode had ontwikkeld. Z ij merkte als kleuterleidster dat zij meer tijd besteedde aan het corrigeren van het gedrag van jongens dan aan de meisjes. En erger: daarmee bevestigde ze juist hun beide rollen. Zij ontwikkelde toen dit pedagogische systeem en ontwierp speciaal meubilair en materiaal voor beide groepen. Het is een uitgekiend IJslands systeem, gebaseerd op de eigen verbeeldingskracht van kinderen en de band van mensen met de natuur. Plastic speelgoed is hier niet te vinden.
Het kostte Margret aanvankelijk veel moeite en zelfs tegenwerking om met dit systeem aan de gang te gaan. Nu zijn er 10 kinderdagverblijven voor kinderen van 5 tot 9 jaar en 3 basisscholen, verspreid over het hele land. Ouders betalen een extra bijdrage. Er is een wachtlijst.
Zoals op alle scholen in IJsland krijgen kinderen ontbijt en lunch. Het IJslandse schoolsysteem lijkt veel op het Deense. Wettelijk zijn kinderopvangcentra verplicht alle kinderen op te nemen, ook gehandicapte kinderen zoals autistische kinderen en kinderen met ADHD. Gehandicapte kinderen schijnen het op de Hjalli-scholen goed te doen.
Transnational Dialogue and Learning -a Gender Equality Training programme
Een 20-weken durend trainingsprogramma voor mensen uit ontwikkelingslanden, gesubsidieerd door de VN. Twee van hen hielden inleidingen: Khaled Mansoue uit Palestina en Susan Asio uit Oeganda. Dit project valt binnen het Bureau van Mensenrechten in IJsland. In alle projecten en evenementen ligt de nadruk op gender equality.
Wij waren allen zeer onder indruk van de energie van de vrouwenbeweging in IJsland.
Joke Sebus
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
De ontvangende zustervereniging Kvenrettindafelag Islands (Icelandic Women's Rights Association) had een interessant programma voor ons opgesteld. Met inleidingen over het IJslandse beleid ten aanzien van Gender Equality en Human Rights.
Education dor Gender Equality
Drie gebeurtenissen spraken tot onze verbeelding. De Hjalli kinderopvangscholen met aparte klassen voor meisjes en jongens, de Gender Equality opleiding voor deelnemers in ontwikkelingslanden en de Vrouwenstaking van 25 Oktober 2010.
The Women's Strike - Oktober 25th 2010
Vorig jaar in oktober legden alle vrouwen in IJsland vanaf 14.25 uur hun werk neer en liepen met spandoeken door de straten van Reykjavik. Gelijk Loon voor Gelijk Werk - Geen Geweld tegen Vrouwen, was het devies. Meer dan honderdduizend mensen staakten op die dag en dat op een bevolking van nog geen vierhonderdduizend mensen. Mannen liepen mee.
Women have 65.65% of men's total salaries
The ordinary working day is 9-17 o'clock
Women get paid for work from 9-14.25 o'clock
After that we are doing voluntary work,
Why should we do that?
Een knappe strategische planning ging aan deze staking vooraf..
Na het lezen van de Rijksbegroting met de zigzag-voorstellen van deze regering over arbeidsparticipatie van vrouwen vragen wij ons ook af: waarom nemen we dat eigenlijk? Is staken een goed antwoord?
Een bezoek aan Hjallastefna Kindergarten
Bij binnenkomst in de hal van het grote lage schoolgebouw liepen vijf kleine meisjes voorbij. Ze zijn een jaar of drie. Netjes op een rij, op hun sokken, ieder met een handboekje onder de arm. Ze waren niet onder de indruk van 30 vreemde vrouwen, want ze waren gewoon bezig met wat ze aan het doen waren.
Zo bleef het tijdens het hele bezoek, ook toen we door de klassen liepen. In kleine groepjes met klei prutsen, met blokjes bouwen, schaken, zelf papier uit de kast halen om te tekenen, in groepjes fantaseren met het speelgoed, heerlijk hollen buiten op de speelwei.
Wij kregen uitleg van Margret Pala Olafsdottir, die deze pedagogische methode had ontwikkeld. Z ij merkte als kleuterleidster dat zij meer tijd besteedde aan het corrigeren van het gedrag van jongens dan aan de meisjes. En erger: daarmee bevestigde ze juist hun beide rollen. Zij ontwikkelde toen dit pedagogische systeem en ontwierp speciaal meubilair en materiaal voor beide groepen. Het is een uitgekiend IJslands systeem, gebaseerd op de eigen verbeeldingskracht van kinderen en de band van mensen met de natuur. Plastic speelgoed is hier niet te vinden.
Het kostte Margret aanvankelijk veel moeite en zelfs tegenwerking om met dit systeem aan de gang te gaan. Nu zijn er 10 kinderdagverblijven voor kinderen van 5 tot 9 jaar en 3 basisscholen, verspreid over het hele land. Ouders betalen een extra bijdrage. Er is een wachtlijst.
Zoals op alle scholen in IJsland krijgen kinderen ontbijt en lunch. Het IJslandse schoolsysteem lijkt veel op het Deense. Wettelijk zijn kinderopvangcentra verplicht alle kinderen op te nemen, ook gehandicapte kinderen zoals autistische kinderen en kinderen met ADHD. Gehandicapte kinderen schijnen het op de Hjalli-scholen goed te doen.
Transnational Dialogue and Learning -a Gender Equality Training programme
Een 20-weken durend trainingsprogramma voor mensen uit ontwikkelingslanden, gesubsidieerd door de VN. Twee van hen hielden inleidingen: Khaled Mansoue uit Palestina en Susan Asio uit Oeganda. Dit project valt binnen het Bureau van Mensenrechten in IJsland. In alle projecten en evenementen ligt de nadruk op gender equality.
Wij waren allen zeer onder indruk van de energie van de vrouwenbeweging in IJsland.
Joke Sebus
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
vrijdag 19 augustus 2011
Terug naar gescheiden onderwijs
Soms geloof je je ogen niet, als je iets leest.
"Voorstel scheiding seksen in onderwijs', NRC, 16 augustus.
Een interview met Wim Kuiper, voorzitter van de Besturenraad,
"Voorstel scheiding seksen in onderwijs', NRC, 16 augustus.
Een interview met Wim Kuiper, voorzitter van de Besturenraad,
vereniging van 540 christelijke schoolbesturen met 2200 scholen. Hij deed zijn voorstel, die dag in Trouw.
Waarom? Als ik het goed begrijp, ook na lezing van de toelichting, is het vooral omdat jongens achterblijven in het middelbaar onderwijs.
Hebben we eindelijk een situatie waarin (aanstaande) vrouwen beter presteren. moet de achtergebleven sekse de volle aandacht hebben.
Heeft die Besturenraad ook zo voorop gelopen in de tijd dat meisjes nog niet zo volop mee deden aan het voortgezet onderwijs? En waarmee stimuleren zij de meisjes uit andere culturen, ook een achterblijvende groep?
Ja zeker, de CDA-minister van onderwijs gaat gelijk geld besteden aan een onderzoek....dus zij ziet er wel iets in. Geld genoeg.
Ik dacht dat de tijd van gescheiden onderwijs, met alle bezwaren vandien lang achter ons lag. Er was niet eens een tweede emancipatiegolf voor nodig om dat te bewerken....
Er zal best een positieve bedoeling zitten achter het voorstel om in een bepaalde periode van de middelbare school jongens en meisjes gescheiden les te geven in wiskunde en in talen, maar het gaat voorbij aan een heleboel nadelen. Het belangrijkste voor mij is dat het plan er van uitgaat dat ALLE jongens die achterstand bezitten, dat alle jongens wiskunde-aanleg hebben en ALLE meisjes slecht zijn in wiskunde en beter in talen. De groepsaanpak. Dat is juist in een levensperiode dat de identiteit van een jongen/meisje zich gaat ontwikkelen funest. Je wordt weer in een groep geduwd. Meisje, denk er aan, je hoort tot de groep, die geen wiskundeaanleg heeft. Het plan is dan ook volkomen tegenstrijdig met het huidige onderwijsbeleid waarbij meisjes worden aangemoedigd meer voor exacte vakken te kiezen. Ook jongens worden in een bepaald perspectief gezet, dat van de competitie. Vrij vertaald: ‘haantjesgedrag’. Moeten we dat aanmoedigen?
De heer Kuiper en de minister van onderwijs stellen dat dit alleen een onderzoeksvoorstel is, maar dat voorstel is gebaseerd op verkeerde uitgangspunten. Jongens en meisjes zijn niet allen in een groep te vangen. Probeer andere manieren te bedenken die niet gebaseerd zijn op de traditionele rolverdeling . Onderwijskundigen genoeg, meneer Kuiper, die zich daar wel mee bezig willen houden. Maar niet terug naar af. Geen sekseonderscheid meer in het onderwijs.
Hebben we eindelijk een situatie waarin (aanstaande) vrouwen beter presteren. moet de achtergebleven sekse de volle aandacht hebben.
Heeft die Besturenraad ook zo voorop gelopen in de tijd dat meisjes nog niet zo volop mee deden aan het voortgezet onderwijs? En waarmee stimuleren zij de meisjes uit andere culturen, ook een achterblijvende groep?
Ja zeker, de CDA-minister van onderwijs gaat gelijk geld besteden aan een onderzoek....dus zij ziet er wel iets in. Geld genoeg.
Ik dacht dat de tijd van gescheiden onderwijs, met alle bezwaren vandien lang achter ons lag. Er was niet eens een tweede emancipatiegolf voor nodig om dat te bewerken....
Er zal best een positieve bedoeling zitten achter het voorstel om in een bepaalde periode van de middelbare school jongens en meisjes gescheiden les te geven in wiskunde en in talen, maar het gaat voorbij aan een heleboel nadelen. Het belangrijkste voor mij is dat het plan er van uitgaat dat ALLE jongens die achterstand bezitten, dat alle jongens wiskunde-aanleg hebben en ALLE meisjes slecht zijn in wiskunde en beter in talen. De groepsaanpak. Dat is juist in een levensperiode dat de identiteit van een jongen/meisje zich gaat ontwikkelen funest. Je wordt weer in een groep geduwd. Meisje, denk er aan, je hoort tot de groep, die geen wiskundeaanleg heeft. Het plan is dan ook volkomen tegenstrijdig met het huidige onderwijsbeleid waarbij meisjes worden aangemoedigd meer voor exacte vakken te kiezen. Ook jongens worden in een bepaald perspectief gezet, dat van de competitie. Vrij vertaald: ‘haantjesgedrag’. Moeten we dat aanmoedigen?
De heer Kuiper en de minister van onderwijs stellen dat dit alleen een onderzoeksvoorstel is, maar dat voorstel is gebaseerd op verkeerde uitgangspunten. Jongens en meisjes zijn niet allen in een groep te vangen. Probeer andere manieren te bedenken die niet gebaseerd zijn op de traditionele rolverdeling . Onderwijskundigen genoeg, meneer Kuiper, die zich daar wel mee bezig willen houden. Maar niet terug naar af. Geen sekseonderscheid meer in het onderwijs.
Cock Kerling
(oud-leerling HBS-b, met rond een kwart meisjes in de eindexamenklas)
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
maandag 6 juni 2011
Commission on the Status of Women - 55Th session - febr.-march 2011
Commission on the Status of Women
55th session
22 February to 4 March 2011
Access and participation of women and girls in education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work
Agreed conclusions
1. The Commission on the Status of Women reaffirms 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. AGREED AD REF
2. The Commission reiterates that the Convention on the Elimination of All Forms of Discrimination against Women, the Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities, and the Optional Protocols thereto, as well as other conventions and treaties, such as the relevant UNESCO and ILO Conventions, provide a legal framework and a comprehensive set of measures for the promotion of gender equality in education and employment. AGREED AD REF
3. The Commission recalls the United Nations Millennium Declaration and General Assembly Resolution 65/1 of 19 October 2010, and recognizes the interdependence of all the Millennium Development Goals. The Commission also recalls the Ministerial Declaration of the 2010 high-level segment of the Economic and Social Council on “Implementing the internationally agreed goals and commitments in regard to gender equality and empowerment of women”. It takes note of the Budapest Science Agenda - Framework for Action adopted at the World Conference on Science, and of the Dakar Framework for Action adopted at the World Education Forum. AGREED AD REF
4. The Commission welcomes the establishment of the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) and its operationalization, which will strengthen the ability of the United Nations to support the achievement of gender equality and the empowerment of women, and welcomes the appointment of Michelle Bachelet as the first Under-Secretary-General and Executive Director of UN Women. AGREED AD REF
5. The Commission acknowledges the important role of national machineries for the advancement of women, which should be placed at the highest possible level of government, the relevant contribution of national human rights institutions where they exist, and the important role of civil society, especially women’s organizations, in advancing the implementation of the Beijing Declaration and Platform for Action and in promoting the full and equal access and participation of women and girls in education, training, science and technology. AGREED AD REF
6. The Commission stresses that education is a human right, and that equal access to education, training, science and technology empowers women and girls in a context of global economic and technological changes, and promotes development, all human rights, human rights education and learning at all levels, as well as gender equality, the elimination of all forms of discrimination and violence against women and girls, and the eradication of poverty. AGREED AD REF
6 bis. The Commission reaffirms that the best interest of the child shall be the guiding principle of those responsible for his or her education and guidance in the exercise by the child of his or her rights, and that responsibility lies in the first place with his or her parents or legal guardians. AGREED AD REF
7. The Commission 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 science and technology, to contribute to the economic empowerment of women, which also leads to accelerating progress towards achieving the internationally agreed development goals, including the Millennium Development Goals by 2015. AGREED AD REF
8. The Commission notes that quality education and full and equal access and participation in science and technology for women of all ages are imperative for achieving gender equality and the empowerment of women, and are an economic necessity, and provide women with the knowledge, capacity, aptitudes, skills, ethical values and understanding necessary for lifelong learning, employment, better physical and mental health, including the prevention and control of maternal mortality, HIV and AIDS, other communicable and non-communicable diseases, as well as full participation in social, economic and political development. AGREED AD REF
9. The Commission welcomes the important contribution that women make to all fields of education, training, science and technology, and recognizes their work in the full spectrum of professions in science and technology. The Commission also acknowledges that women and men should continue to contribute to the promotion of the ethical dimensions of scientific and technological progress. AGREED AD REF
10. The Commission recognizes that science and technology research and development (R&D), and its dissemination, have insufficiently responded to women’s needs. The Commission stresses the need for increased cooperation among countries, including through international cooperation and transfer of technologies on mutually agreed terms, especially to developing countries, to improve equal access of women, to science and technology and enhancing their participation in science and technology education. AGREED AD REF
11. The Commission expresses continued concern at the negative impact of the global crises such as the financial and economic crisis, the food crisis and continuing food insecurity, the energy crisis, as well as the challenges posed by poverty, natural disasters and climate change on women’s and girls’ empowerment, including their access and participation in education, training, science, and technology. AGREED AD REF
11 bis. The Commission expresses concern at the serious and persistent obstacles that still hinder the advancement of women and further affect their participation in decision-making, including the persistent feminization of poverty, the lack of equal access to health, education, training and employment, as well as armed conflict, the lack of security, and natural disasters. AGREED AD REF
11 ter. The Commission acknowledges that men and women continue to face gender stereotypes, as well as challenges and obstacles to changing discriminatory attitudes, and stresses that challenges and obstacles remain in the implementation of international standards and norms to address the inequality between men and women. AGREED AD REF
12. The Commission expresses deep concerns about all legal, economic, social and cultural barriers that prevent women and girls from having equal access to education and training, and recognizes that some women and girls face multiple discrimination and disadvantages which prevent their participation in education, training and employment. AGREED AD REF
12 bis. The Commission recognizes that the upbringing of children requires shared responsibility of parents, women and men, and society as a whole, and that 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. AGREED AD REF
13. The Commission expresses deep concern that discrimination and violence against women and girls, including sexual harassment and bullying, continue to occur in all parts of the world including in places of education and work. The Commission notes that those are obstacles to the achievement of women’s and girls’ equal access to and participation in education, including in science and technology education, and training, as well as impediments to the development of their full potential as equal partners with men in other aspects of life, including full employment and decent work. AGREED AD REF
14. The Commission also expresses concern that inadequate educational opportunities and low quality of education reduces the benefits of education and training for women and girls, men and boys, and that women’s educational gains are yet to translate into equal access to full employment and decent work, with long-term adverse effects on the development of any society. It remains deeply concerned by the persistence of high female illiteracy rates and gender stereotyped roles of women and men which inhibit women’s equal participation in employment, leading to occupational segregation including the widespread underrepresentation of women and girls in many fields of science and technology, which represents a loss of talent and perspectives, hinders economic development and women’s economic empowerment, and can contribute to the gender pay gap. AGREED AD REF
15 integrated into 14
16. The Commission expresses concern about high drop-out rates from school of female students in many parts of the world, especially at the secondary level, and including at the tertiary level, owing to multiple discrimination and factors that impede girls’ participation in education. AGREED AD REF
17. The Commission expresses concern that the unequal sharing of responsibilities of daily life, including caregiving between women and men, girls and boys, has a disproportionate impact on women’s and girls’ access to education, training, science and technology, and on their economic empowerment and long term economic security. AGREED AD REF
18. The Commission underlines that addressing the barriers to equal access of women and girls to education, training, science and technology requires a systematic, comprehensive, integrated, sustainable, multidisciplinary and multisectoral approach with policy, legislative and programmatic interventions, and as appropriate, gender responsive budgeting, at all levels. AGREED AD REF
19. The Commission urges Governments, at all levels, including local authorities and national machineries for the advancement of women, and/or, as appropriate, the relevant entities of the United Nations system, international and regional organizations, within their respective mandates and bearing in mind national priorities, and invites national human rights institutions where they exist, and civil society, including non-governmental organizations, academia, educational, scientific research and funding institutions, the private sector, employer organizations, trade unions, professional associations, the media and other relevant actors, to take the following actions, as appropriate: AGREED AD REF
6.1 Strengthening national policies and programmes
20. Mainstream a gender perspective in legislation, policies and programmes within all governmental sectors, such as education, training, science and technology, academia, research institutions and research funding agencies, in order to address unequal access and participation of women and girls in education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work; AGREED AD REF
20 bis. Strengthen capacities to ensure that science education policies and curriculum are relevant to the needs of women and girls so that developments in science and technology can directly benefit them; AGREED AD REF
21. Improve and systematize the collection, analysis, and dissemination of sex-, age-, and disability-disaggregated data; enhance capacity development in this regard; and develop relevant gender-sensitive indicators to support legislative development, policy-making on education, training, science and technology. AGREED AD REF
22. Encourage providing institutional and financial support to studies in academia that can produce gender-specific knowledge and feed into all policies and programmes on education, training and research, and support research, including longitudinal policy research, to identify specific gaps in education and career pathways, so as to promote the retention of women and girls in different fields of science and technology, and other relevant disciplines; AGREED AD REF
23. Strengthen monitoring and evaluation, and where appropriate, reviewing, of existing policies and programmes to promote gender equality and the empowerment of women in education, training, science and technology, and access to full employment and decent work, so as to assess their effectiveness and impact, to ensure a gender perspective in all policy and programmes, and strengthen accountability; AGREED AD REF
24. Encourage, and as appropriate, increase public and private investment in education and training to expand women’s and girls’ access to quality education and training throughout the lifecycle, including inter alia through the provision of scholarships for study in science and technology in secondary and tertiary institutions, and to ensure that research and development (R&D) in the field of science and technology directly benefits women and girls; AGREED AD REF
25. Incorporate systematically a gender perspective into budgetary policies at all levels to ensure that public resources in education, training, science, technology and research, equally benefit women and men, girls and boys, and contribute to the empowerment of women and girls in particular; AGREED AD REF
25 bis. Urge developed countries that have not yet done so, in accordance with their commitments, to make concrete efforts towards meeting the target of 0.7 per cent of their gross national product for official development assistance to developing countries and the target of 0.15 to 0.20 per cent of their gross national product for official development assistance to least developed countries, and encourage developing countries to build on the progress achieved in ensuring that official development assistance is used effectively to help meet development goals and targets and help them, inter alia, to achieve gender equality and the empowerment of women; AGREED AD REF
25 ter. Strengthen 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 the promotion of women’s participation in the exchange of scientific knowledge, and welcome and encourage in this regard South-South, North-South and triangular cooperation and recognize that the commitment to explore opportunities for further South-South cooperation entails not seeking a substitute for but rather a complement to North-South cooperation; AGREED AD REF
25 quat. Prioritize and encourage enhanced funding and capacity development efforts for the education and training needs of girls and women in development assistance programmes; AGREED AD REF
26 withdrawn
26 bis. Continue to strengthen policies relevant for women’s economic empowerment aimed at addressing inequality affecting women and girls, in access to and achievement in education at all levels, including in science and technology, in particular to eliminate inequalities related to age, poverty, geographical location, language, ethnicity, disability, and race, or because they are Indigenous people, or people living with HIV and AIDS; AGREED AD REF
26 ter. Strengthen national efforts, including with the support of international cooperation, aimed at addressing the rights and needs of women and girls affected by natural disasters, armed conflicts, other complex humanitarian emergencies, trafficking in persons and terrorism, within the context 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. Also underline the need to take concerted actions in conformity with international law to remove the obstacles to the full realization of the rights of women and girls living under foreign occupation, so as to ensure the achievement of the above-mentioned goals; AGREED AD REF
6.2 Expanding access and participation in education
27. Ensure women’s and girls’ full and equal access to quality formal, informal and non-formal education and vocational training at all levels, including to free and compulsory primary education, and providing educational opportunities, including in science and technology, from early childhood and throughout the life cycle, including lifelong learning and retraining, human rights education and learning, and adult and distance education and e-learning, 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; AGREED AD REF
27 bis. Improve and expand women’s and girl’s access to distance education, e-learning, tele-education, and community radio, including in rural and remote communities, due to their important role in women’s development, including inter alia in helping to overcome issues related to time constraints, lack of accessibility, lack of financial resources and family responsibilities; AGREED AD REF
28. Increase enrolment and retention rates of girls in education, inter alia, by allocating appropriate and adequate budgetary resources, enlisting the support of parents and the community, as well as through campaigns and flexible school schedules, providing financial and other incentives targeted at families, including access to free education at primary level, and at other levels where possible, scholarships, teaching, learning, hygiene and health supplies, as well as nutritional and academic support, in order to minimize the costs of education, in particular to families, and to facilitate parents' ability to choose education for their children; AGREED AD REF
29. Ensure that pregnant adolescents and young mothers, as well as single mothers can continue and complete their education, in this regard design, implement and where applicable, revise educational policies to allow them to return to school, providing access to health and social services and support, including childcare facilities and crèches, and to education programmes with accessible locations, flexible schedules, and distance education, including e-learning, and bearing in mind the challenges faced by young fathers in this regard; AGREED AD REF
30. Condemn all forms of violence against women and girls and take appropriate action to strengthen and implement legal, policy, administrative and other measures to prevent and eliminate all forms of discrimination and violence in order to, inter alia, ensure access and participation in education, training, full employment and decent work; AGREED AD REF
31. Improve the safety of girls at and on the way to school, including inter alia by improving infrastructure such as transportation, by providing separate and adequate sanitation facilities, improved lighting, playgrounds, and safe environments, by conducting violence prevention activities in schools and communities and by establishing and enforcing penalties for all forms of harassment and violence against girls; AGREED AD REF
6.3 Strengthening gender-sensitive, quality education and training, including in the field of science and technology
32. Improve the quality of education at all levels for both girls and boys, including in science and technology education, through improving learning conditions, continuous teacher training, teaching methodologies and curriculum development, implementing programmes to improve achievements for the most disadvantaged learners, as well as expanding recruitment and support for teachers, and particularly for women teachers in scientific and technological disciplines; AGREED AD REF
33. Ensure that education results in the acquisition by women and girls of literacy and numeracy skills, of knowledge and other skills that enhance and broaden their employment opportunities; AGREED AD REF
34. Expand and improve teacher education and training, and systematically integrate a gender perspective in such programmes, to eliminate all forms of discrimination and violence against women and girls and to overcome gender stereotypes; AGREED AD REF
35. Develop gender-sensitive curricula for educational programmes at all levels, and take concrete measures to ensure that educational materials portray women and men, youth, girls and boys in positive and non-stereotypical roles, particularly in scientific and technological subjects, in order to address the root causes of segregation in working life; AGREED AD REF
35 bis.
a. Remove legal, regulatory and social barriers, where appropriate, to sexual and reproductive health education within formal education programmes regarding women's health issues; AGREED AD REF
b. Ensure women’s and girls’ right to education at all levels as well as access to life skills and sex education based on full and accurate information and with respect to girls and boys, in a manner consistent with their evolving capacities, and with appropriate direction and guidance from parents and legal guardians, in order to help women and girls, men and boys, to develop knowledge to enable them to make informed and responsible decisions to reduce early childbearing and maternal mortality, to promote access to pre- and post-natal care and to combat sexual harassment and gender-based violence; AGREED AD REF
35 ter. Take steps to promote access for women and girls to education and training, including human rights education and learning at all levels, which can foster tolerance and mutual understanding and respect for all human rights, so that they can realize their full human potential by learning about the comprehensive framework of all human rights and fundamental freedoms; AGREED AD REF
35 quat. Provide quality education in emergency situations that is gender-sensitive, centered on learners, rights-based, protective, adaptable, inclusive, participatory and reflective of the specific living conditions of women, children and youth, and that pays due regard, as appropriate, to their linguistic and cultural identity, mindful that quality education can foster tolerance and mutual understanding and respect for the human rights of others; AGREED AD REF
36. Improve hands-on experimentation and collaborative work in science and technology classes, highlight the broad societal applications of science and technology in curricula and educational material, and expose girls and boys, women and men, to female role models in science and technology, in order to make science and technology, including engineering and mathematics, more attractive for girls and women; AGREED AD REF
37. Promote a positive image of careers in science and technology for women and girls, including in the mass media and social media and through sensitizing parents, students, teachers, career counselors and curriculum developers, and devising and scaling up other strategies to encourage and support their participation in these fields; AGREED AD REF
6.4 Supporting the transition from education to full employment and decent work
38. Address the different barriers women and girls face in the transition from school to work by: expanding the scope of education and training opportunities that are relevant to employment opportunities and aligned with rapidly changing labour market needs, particularly in emerging new and non-traditional fields; by helping women acquire business, trade, information and communication technology and entrepreneurship skills; by raising awareness of such opportunities and of their suitability to both women and men, particularly among parents, teachers, career counselors and other advisors; and by encouraging interaction between educational systems, the private sector, and civil society, as appropriate; AGREED AD REF
39. Adopt policies and mechanisms to recognize women’s prior learning and management skills, including those gained from informal and/or unpaid work, especially for women who discontinued their education or employment due to various reasons, to facilitate their access to education, training and employment opportunities; AGREED AD REF
40. Improve access to gender-sensitive career counseling, job search support services and include job readiness and job search skills in curricula for secondary and higher education and vocational training, to facilitate transition from school to work and re-entry into the labour market for women of all ages; AGREED AD REF
41. Work to eliminate occupational and sectoral segregation and the gender pay gap by recognizing the value of sectors that have large numbers of women workers, such as care and other service areas, improving career pathways and working conditions; as well as by undertaking, evaluating and where necessary reviewing legislation, policies and programmes, public awareness campaigns and other measures such as career management to promote women’s entry into non-traditional sectors; AGREED AD REF
42. Promote the reconciliation of work and family responsibilities for women and men, as well as the equal sharing of employment and family responsibilities between women and men, including by designing, implementing and promoting family-friendly legislation, policies and services, such as; affordable, accessible and quality care services for children and other dependent persons; parental and other leave schemes; undertaking campaigns to sensitize public opinion and other relevant actors to these issues and promoting measures to reconcile care and professional life and emphasize men’s equal responsibilities with respect to household work; AGREED AD REF
42 bis. Develop or strengthen policies and programmes to support the multiple roles of women in society, including in the fields of science and technology, in order to increase women’s and girls’ access to education, training, science and technology, while acknowledging the social significance of maternity and motherhood, parenting, the role of parents and other guardians in the upbringing of the children and caring for other family members; such policies and programmes should also promote shared responsibility of parents, women and men and society as a whole; AGREED AD REF
43. Encourage employers and research funding agencies to establish flexible and non-discriminatory work policies and arrangements for both women and men, such as time extension on research grants for pregnant researchers, leave schemes, quality care services and social protection policies, in order to improve the retention and progression of women in science and technology; AGREED AD REF
43 bis. Implement gender-sensitive policies and programmes for women migrant workers and provide safe and legal channels that recognize their skills and education and fair labour conditions, facilitate their productive employment and decent work and integration into the labour force, including inter alia in the fields of education, science and technology, and ensure that all women, including care workers, are legally protected against violence and exploitation; AGREED AD REF
6.5 Increasing retention and progression of women in science and technology employment
44. Encourage workplace environments and institutional practices that value all members and offer them equal opportunities to reach their full potential, ensuring that gender equality and gender mainstreaming are considered a necessary dimension of human resources management, in particular for the modernization of scientific and technological organizations and institutions, both in the public and private sectors; AGREED AD REF
45. Encourage the use of clear and transparent criteria for, and promote the achievement of gender balance in, recruitment, promotion and recognition in science and technology, both in the public and private sectors; train and sensitize leadership and staff, at all levels, to gender mainstreaming and gender equality issues and to prevent direct and indirect discrimination against women; and support leadership skill-building for women; AGREED AD REF
46. Develop career advisory, networking and mentoring programmes, including those that utilize information and communication technology (ICT), support role models, and facilitate programmes that link women scientists around the world; promote measures to improve female retention and progression in science and technology fields, with a special focus on women scientists in tertiary education and early-stage career, and women re-entering science and technology careers; AGREED AD REF
47. 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 centers; AGREED AD REF
48. Set concrete goals, targets and benchmarks, as appropriate, while supporting a merit-based approach, to achieve equal participation of women and men in decision-making at all levels, especially in science and technology institutions, such as science academies, research funding institutions, academia and the public and private sectors, and in the design of science and technology policies and research and development (R&D) agenda-setting; AGREED AD REF
6.6 Making science and technology responsive to women’s needs
49. Utilize the full potential of science and technology, including in engineering and mathematics and their innovations to deliver improvements in infrastructure and sectors such as energy, transportation, agriculture, nutrition, health, water and sanitation, and ICT, in order to, inter alia, eradicate poverty, promote social development, and achieve women’s economic empowerment; AGREED AD REF
50. Create awareness of the needs of women in science and technology, including by encouraging the media to sponsor popular science programming, and report on the differential impact of science and technology on women and men; AGREED AD REF
51. Encourage the integration of a gender perspective in the science and technology curricula throughout all stages of education and continuous learning, and the use of gender-based analysis and gender impact assessments in science and technology research and development (R&D), and promote a user-driven approach to technology development, in order to increase the relevance and usefulness of advancements in science and technology for both women and men; AGREED AD REF
52 deleted
53. Respect, preserve and maintain women’s traditional knowledge and innovation while recognizing the potential of rural and indigenous women to contribute to the production of science and technology and of new knowledge to improve their lives and those of their families and communities; AGREED AD REF
53 bis. Formulate and implement public policies that increase women’s and girls’ access to digital technologies, including through conducting local communications campaigns. AGREED AD REF
54. The Commission recognizes the need for compilation and sharing of good practice examples and lessons learnt in mainstreaming a gender perspective in science, technology and innovation (STI) policy and programmes with a view to replicating and scaling up successes, and in this regard looks forward to any steps or actions that relevant United Nations bodies, especially the Commission on Science and Technology for Development, could take. AGREED AD REF
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
55th session
22 February to 4 March 2011
Access and participation of women and girls in education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work
Agreed conclusions
1. The Commission on the Status of Women reaffirms 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. AGREED AD REF
2. The Commission reiterates that the Convention on the Elimination of All Forms of Discrimination against Women, the Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities, and the Optional Protocols thereto, as well as other conventions and treaties, such as the relevant UNESCO and ILO Conventions, provide a legal framework and a comprehensive set of measures for the promotion of gender equality in education and employment. AGREED AD REF
3. The Commission recalls the United Nations Millennium Declaration and General Assembly Resolution 65/1 of 19 October 2010, and recognizes the interdependence of all the Millennium Development Goals. The Commission also recalls the Ministerial Declaration of the 2010 high-level segment of the Economic and Social Council on “Implementing the internationally agreed goals and commitments in regard to gender equality and empowerment of women”. It takes note of the Budapest Science Agenda - Framework for Action adopted at the World Conference on Science, and of the Dakar Framework for Action adopted at the World Education Forum. AGREED AD REF
4. The Commission welcomes the establishment of the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) and its operationalization, which will strengthen the ability of the United Nations to support the achievement of gender equality and the empowerment of women, and welcomes the appointment of Michelle Bachelet as the first Under-Secretary-General and Executive Director of UN Women. AGREED AD REF
5. The Commission acknowledges the important role of national machineries for the advancement of women, which should be placed at the highest possible level of government, the relevant contribution of national human rights institutions where they exist, and the important role of civil society, especially women’s organizations, in advancing the implementation of the Beijing Declaration and Platform for Action and in promoting the full and equal access and participation of women and girls in education, training, science and technology. AGREED AD REF
6. The Commission stresses that education is a human right, and that equal access to education, training, science and technology empowers women and girls in a context of global economic and technological changes, and promotes development, all human rights, human rights education and learning at all levels, as well as gender equality, the elimination of all forms of discrimination and violence against women and girls, and the eradication of poverty. AGREED AD REF
6 bis. The Commission reaffirms that the best interest of the child shall be the guiding principle of those responsible for his or her education and guidance in the exercise by the child of his or her rights, and that responsibility lies in the first place with his or her parents or legal guardians. AGREED AD REF
7. The Commission 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 science and technology, to contribute to the economic empowerment of women, which also leads to accelerating progress towards achieving the internationally agreed development goals, including the Millennium Development Goals by 2015. AGREED AD REF
8. The Commission notes that quality education and full and equal access and participation in science and technology for women of all ages are imperative for achieving gender equality and the empowerment of women, and are an economic necessity, and provide women with the knowledge, capacity, aptitudes, skills, ethical values and understanding necessary for lifelong learning, employment, better physical and mental health, including the prevention and control of maternal mortality, HIV and AIDS, other communicable and non-communicable diseases, as well as full participation in social, economic and political development. AGREED AD REF
9. The Commission welcomes the important contribution that women make to all fields of education, training, science and technology, and recognizes their work in the full spectrum of professions in science and technology. The Commission also acknowledges that women and men should continue to contribute to the promotion of the ethical dimensions of scientific and technological progress. AGREED AD REF
10. The Commission recognizes that science and technology research and development (R&D), and its dissemination, have insufficiently responded to women’s needs. The Commission stresses the need for increased cooperation among countries, including through international cooperation and transfer of technologies on mutually agreed terms, especially to developing countries, to improve equal access of women, to science and technology and enhancing their participation in science and technology education. AGREED AD REF
11. The Commission expresses continued concern at the negative impact of the global crises such as the financial and economic crisis, the food crisis and continuing food insecurity, the energy crisis, as well as the challenges posed by poverty, natural disasters and climate change on women’s and girls’ empowerment, including their access and participation in education, training, science, and technology. AGREED AD REF
11 bis. The Commission expresses concern at the serious and persistent obstacles that still hinder the advancement of women and further affect their participation in decision-making, including the persistent feminization of poverty, the lack of equal access to health, education, training and employment, as well as armed conflict, the lack of security, and natural disasters. AGREED AD REF
11 ter. The Commission acknowledges that men and women continue to face gender stereotypes, as well as challenges and obstacles to changing discriminatory attitudes, and stresses that challenges and obstacles remain in the implementation of international standards and norms to address the inequality between men and women. AGREED AD REF
12. The Commission expresses deep concerns about all legal, economic, social and cultural barriers that prevent women and girls from having equal access to education and training, and recognizes that some women and girls face multiple discrimination and disadvantages which prevent their participation in education, training and employment. AGREED AD REF
12 bis. The Commission recognizes that the upbringing of children requires shared responsibility of parents, women and men, and society as a whole, and that 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. AGREED AD REF
13. The Commission expresses deep concern that discrimination and violence against women and girls, including sexual harassment and bullying, continue to occur in all parts of the world including in places of education and work. The Commission notes that those are obstacles to the achievement of women’s and girls’ equal access to and participation in education, including in science and technology education, and training, as well as impediments to the development of their full potential as equal partners with men in other aspects of life, including full employment and decent work. AGREED AD REF
14. The Commission also expresses concern that inadequate educational opportunities and low quality of education reduces the benefits of education and training for women and girls, men and boys, and that women’s educational gains are yet to translate into equal access to full employment and decent work, with long-term adverse effects on the development of any society. It remains deeply concerned by the persistence of high female illiteracy rates and gender stereotyped roles of women and men which inhibit women’s equal participation in employment, leading to occupational segregation including the widespread underrepresentation of women and girls in many fields of science and technology, which represents a loss of talent and perspectives, hinders economic development and women’s economic empowerment, and can contribute to the gender pay gap. AGREED AD REF
15 integrated into 14
16. The Commission expresses concern about high drop-out rates from school of female students in many parts of the world, especially at the secondary level, and including at the tertiary level, owing to multiple discrimination and factors that impede girls’ participation in education. AGREED AD REF
17. The Commission expresses concern that the unequal sharing of responsibilities of daily life, including caregiving between women and men, girls and boys, has a disproportionate impact on women’s and girls’ access to education, training, science and technology, and on their economic empowerment and long term economic security. AGREED AD REF
18. The Commission underlines that addressing the barriers to equal access of women and girls to education, training, science and technology requires a systematic, comprehensive, integrated, sustainable, multidisciplinary and multisectoral approach with policy, legislative and programmatic interventions, and as appropriate, gender responsive budgeting, at all levels. AGREED AD REF
19. The Commission urges Governments, at all levels, including local authorities and national machineries for the advancement of women, and/or, as appropriate, the relevant entities of the United Nations system, international and regional organizations, within their respective mandates and bearing in mind national priorities, and invites national human rights institutions where they exist, and civil society, including non-governmental organizations, academia, educational, scientific research and funding institutions, the private sector, employer organizations, trade unions, professional associations, the media and other relevant actors, to take the following actions, as appropriate: AGREED AD REF
6.1 Strengthening national policies and programmes
20. Mainstream a gender perspective in legislation, policies and programmes within all governmental sectors, such as education, training, science and technology, academia, research institutions and research funding agencies, in order to address unequal access and participation of women and girls in education, training, science and technology, including for the promotion of women’s equal access to full employment and decent work; AGREED AD REF
20 bis. Strengthen capacities to ensure that science education policies and curriculum are relevant to the needs of women and girls so that developments in science and technology can directly benefit them; AGREED AD REF
21. Improve and systematize the collection, analysis, and dissemination of sex-, age-, and disability-disaggregated data; enhance capacity development in this regard; and develop relevant gender-sensitive indicators to support legislative development, policy-making on education, training, science and technology. AGREED AD REF
22. Encourage providing institutional and financial support to studies in academia that can produce gender-specific knowledge and feed into all policies and programmes on education, training and research, and support research, including longitudinal policy research, to identify specific gaps in education and career pathways, so as to promote the retention of women and girls in different fields of science and technology, and other relevant disciplines; AGREED AD REF
23. Strengthen monitoring and evaluation, and where appropriate, reviewing, of existing policies and programmes to promote gender equality and the empowerment of women in education, training, science and technology, and access to full employment and decent work, so as to assess their effectiveness and impact, to ensure a gender perspective in all policy and programmes, and strengthen accountability; AGREED AD REF
24. Encourage, and as appropriate, increase public and private investment in education and training to expand women’s and girls’ access to quality education and training throughout the lifecycle, including inter alia through the provision of scholarships for study in science and technology in secondary and tertiary institutions, and to ensure that research and development (R&D) in the field of science and technology directly benefits women and girls; AGREED AD REF
25. Incorporate systematically a gender perspective into budgetary policies at all levels to ensure that public resources in education, training, science, technology and research, equally benefit women and men, girls and boys, and contribute to the empowerment of women and girls in particular; AGREED AD REF
25 bis. Urge developed countries that have not yet done so, in accordance with their commitments, to make concrete efforts towards meeting the target of 0.7 per cent of their gross national product for official development assistance to developing countries and the target of 0.15 to 0.20 per cent of their gross national product for official development assistance to least developed countries, and encourage developing countries to build on the progress achieved in ensuring that official development assistance is used effectively to help meet development goals and targets and help them, inter alia, to achieve gender equality and the empowerment of women; AGREED AD REF
25 ter. Strengthen 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 the promotion of women’s participation in the exchange of scientific knowledge, and welcome and encourage in this regard South-South, North-South and triangular cooperation and recognize that the commitment to explore opportunities for further South-South cooperation entails not seeking a substitute for but rather a complement to North-South cooperation; AGREED AD REF
25 quat. Prioritize and encourage enhanced funding and capacity development efforts for the education and training needs of girls and women in development assistance programmes; AGREED AD REF
26 withdrawn
26 bis. Continue to strengthen policies relevant for women’s economic empowerment aimed at addressing inequality affecting women and girls, in access to and achievement in education at all levels, including in science and technology, in particular to eliminate inequalities related to age, poverty, geographical location, language, ethnicity, disability, and race, or because they are Indigenous people, or people living with HIV and AIDS; AGREED AD REF
26 ter. Strengthen national efforts, including with the support of international cooperation, aimed at addressing the rights and needs of women and girls affected by natural disasters, armed conflicts, other complex humanitarian emergencies, trafficking in persons and terrorism, within the context 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. Also underline the need to take concerted actions in conformity with international law to remove the obstacles to the full realization of the rights of women and girls living under foreign occupation, so as to ensure the achievement of the above-mentioned goals; AGREED AD REF
6.2 Expanding access and participation in education
27. Ensure women’s and girls’ full and equal access to quality formal, informal and non-formal education and vocational training at all levels, including to free and compulsory primary education, and providing educational opportunities, including in science and technology, from early childhood and throughout the life cycle, including lifelong learning and retraining, human rights education and learning, and adult and distance education and e-learning, 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; AGREED AD REF
27 bis. Improve and expand women’s and girl’s access to distance education, e-learning, tele-education, and community radio, including in rural and remote communities, due to their important role in women’s development, including inter alia in helping to overcome issues related to time constraints, lack of accessibility, lack of financial resources and family responsibilities; AGREED AD REF
28. Increase enrolment and retention rates of girls in education, inter alia, by allocating appropriate and adequate budgetary resources, enlisting the support of parents and the community, as well as through campaigns and flexible school schedules, providing financial and other incentives targeted at families, including access to free education at primary level, and at other levels where possible, scholarships, teaching, learning, hygiene and health supplies, as well as nutritional and academic support, in order to minimize the costs of education, in particular to families, and to facilitate parents' ability to choose education for their children; AGREED AD REF
29. Ensure that pregnant adolescents and young mothers, as well as single mothers can continue and complete their education, in this regard design, implement and where applicable, revise educational policies to allow them to return to school, providing access to health and social services and support, including childcare facilities and crèches, and to education programmes with accessible locations, flexible schedules, and distance education, including e-learning, and bearing in mind the challenges faced by young fathers in this regard; AGREED AD REF
30. Condemn all forms of violence against women and girls and take appropriate action to strengthen and implement legal, policy, administrative and other measures to prevent and eliminate all forms of discrimination and violence in order to, inter alia, ensure access and participation in education, training, full employment and decent work; AGREED AD REF
31. Improve the safety of girls at and on the way to school, including inter alia by improving infrastructure such as transportation, by providing separate and adequate sanitation facilities, improved lighting, playgrounds, and safe environments, by conducting violence prevention activities in schools and communities and by establishing and enforcing penalties for all forms of harassment and violence against girls; AGREED AD REF
6.3 Strengthening gender-sensitive, quality education and training, including in the field of science and technology
32. Improve the quality of education at all levels for both girls and boys, including in science and technology education, through improving learning conditions, continuous teacher training, teaching methodologies and curriculum development, implementing programmes to improve achievements for the most disadvantaged learners, as well as expanding recruitment and support for teachers, and particularly for women teachers in scientific and technological disciplines; AGREED AD REF
33. Ensure that education results in the acquisition by women and girls of literacy and numeracy skills, of knowledge and other skills that enhance and broaden their employment opportunities; AGREED AD REF
34. Expand and improve teacher education and training, and systematically integrate a gender perspective in such programmes, to eliminate all forms of discrimination and violence against women and girls and to overcome gender stereotypes; AGREED AD REF
35. Develop gender-sensitive curricula for educational programmes at all levels, and take concrete measures to ensure that educational materials portray women and men, youth, girls and boys in positive and non-stereotypical roles, particularly in scientific and technological subjects, in order to address the root causes of segregation in working life; AGREED AD REF
35 bis.
a. Remove legal, regulatory and social barriers, where appropriate, to sexual and reproductive health education within formal education programmes regarding women's health issues; AGREED AD REF
b. Ensure women’s and girls’ right to education at all levels as well as access to life skills and sex education based on full and accurate information and with respect to girls and boys, in a manner consistent with their evolving capacities, and with appropriate direction and guidance from parents and legal guardians, in order to help women and girls, men and boys, to develop knowledge to enable them to make informed and responsible decisions to reduce early childbearing and maternal mortality, to promote access to pre- and post-natal care and to combat sexual harassment and gender-based violence; AGREED AD REF
35 ter. Take steps to promote access for women and girls to education and training, including human rights education and learning at all levels, which can foster tolerance and mutual understanding and respect for all human rights, so that they can realize their full human potential by learning about the comprehensive framework of all human rights and fundamental freedoms; AGREED AD REF
35 quat. Provide quality education in emergency situations that is gender-sensitive, centered on learners, rights-based, protective, adaptable, inclusive, participatory and reflective of the specific living conditions of women, children and youth, and that pays due regard, as appropriate, to their linguistic and cultural identity, mindful that quality education can foster tolerance and mutual understanding and respect for the human rights of others; AGREED AD REF
36. Improve hands-on experimentation and collaborative work in science and technology classes, highlight the broad societal applications of science and technology in curricula and educational material, and expose girls and boys, women and men, to female role models in science and technology, in order to make science and technology, including engineering and mathematics, more attractive for girls and women; AGREED AD REF
37. Promote a positive image of careers in science and technology for women and girls, including in the mass media and social media and through sensitizing parents, students, teachers, career counselors and curriculum developers, and devising and scaling up other strategies to encourage and support their participation in these fields; AGREED AD REF
6.4 Supporting the transition from education to full employment and decent work
38. Address the different barriers women and girls face in the transition from school to work by: expanding the scope of education and training opportunities that are relevant to employment opportunities and aligned with rapidly changing labour market needs, particularly in emerging new and non-traditional fields; by helping women acquire business, trade, information and communication technology and entrepreneurship skills; by raising awareness of such opportunities and of their suitability to both women and men, particularly among parents, teachers, career counselors and other advisors; and by encouraging interaction between educational systems, the private sector, and civil society, as appropriate; AGREED AD REF
39. Adopt policies and mechanisms to recognize women’s prior learning and management skills, including those gained from informal and/or unpaid work, especially for women who discontinued their education or employment due to various reasons, to facilitate their access to education, training and employment opportunities; AGREED AD REF
40. Improve access to gender-sensitive career counseling, job search support services and include job readiness and job search skills in curricula for secondary and higher education and vocational training, to facilitate transition from school to work and re-entry into the labour market for women of all ages; AGREED AD REF
41. Work to eliminate occupational and sectoral segregation and the gender pay gap by recognizing the value of sectors that have large numbers of women workers, such as care and other service areas, improving career pathways and working conditions; as well as by undertaking, evaluating and where necessary reviewing legislation, policies and programmes, public awareness campaigns and other measures such as career management to promote women’s entry into non-traditional sectors; AGREED AD REF
42. Promote the reconciliation of work and family responsibilities for women and men, as well as the equal sharing of employment and family responsibilities between women and men, including by designing, implementing and promoting family-friendly legislation, policies and services, such as; affordable, accessible and quality care services for children and other dependent persons; parental and other leave schemes; undertaking campaigns to sensitize public opinion and other relevant actors to these issues and promoting measures to reconcile care and professional life and emphasize men’s equal responsibilities with respect to household work; AGREED AD REF
42 bis. Develop or strengthen policies and programmes to support the multiple roles of women in society, including in the fields of science and technology, in order to increase women’s and girls’ access to education, training, science and technology, while acknowledging the social significance of maternity and motherhood, parenting, the role of parents and other guardians in the upbringing of the children and caring for other family members; such policies and programmes should also promote shared responsibility of parents, women and men and society as a whole; AGREED AD REF
43. Encourage employers and research funding agencies to establish flexible and non-discriminatory work policies and arrangements for both women and men, such as time extension on research grants for pregnant researchers, leave schemes, quality care services and social protection policies, in order to improve the retention and progression of women in science and technology; AGREED AD REF
43 bis. Implement gender-sensitive policies and programmes for women migrant workers and provide safe and legal channels that recognize their skills and education and fair labour conditions, facilitate their productive employment and decent work and integration into the labour force, including inter alia in the fields of education, science and technology, and ensure that all women, including care workers, are legally protected against violence and exploitation; AGREED AD REF
6.5 Increasing retention and progression of women in science and technology employment
44. Encourage workplace environments and institutional practices that value all members and offer them equal opportunities to reach their full potential, ensuring that gender equality and gender mainstreaming are considered a necessary dimension of human resources management, in particular for the modernization of scientific and technological organizations and institutions, both in the public and private sectors; AGREED AD REF
45. Encourage the use of clear and transparent criteria for, and promote the achievement of gender balance in, recruitment, promotion and recognition in science and technology, both in the public and private sectors; train and sensitize leadership and staff, at all levels, to gender mainstreaming and gender equality issues and to prevent direct and indirect discrimination against women; and support leadership skill-building for women; AGREED AD REF
46. Develop career advisory, networking and mentoring programmes, including those that utilize information and communication technology (ICT), support role models, and facilitate programmes that link women scientists around the world; promote measures to improve female retention and progression in science and technology fields, with a special focus on women scientists in tertiary education and early-stage career, and women re-entering science and technology careers; AGREED AD REF
47. 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 centers; AGREED AD REF
48. Set concrete goals, targets and benchmarks, as appropriate, while supporting a merit-based approach, to achieve equal participation of women and men in decision-making at all levels, especially in science and technology institutions, such as science academies, research funding institutions, academia and the public and private sectors, and in the design of science and technology policies and research and development (R&D) agenda-setting; AGREED AD REF
6.6 Making science and technology responsive to women’s needs
49. Utilize the full potential of science and technology, including in engineering and mathematics and their innovations to deliver improvements in infrastructure and sectors such as energy, transportation, agriculture, nutrition, health, water and sanitation, and ICT, in order to, inter alia, eradicate poverty, promote social development, and achieve women’s economic empowerment; AGREED AD REF
50. Create awareness of the needs of women in science and technology, including by encouraging the media to sponsor popular science programming, and report on the differential impact of science and technology on women and men; AGREED AD REF
51. Encourage the integration of a gender perspective in the science and technology curricula throughout all stages of education and continuous learning, and the use of gender-based analysis and gender impact assessments in science and technology research and development (R&D), and promote a user-driven approach to technology development, in order to increase the relevance and usefulness of advancements in science and technology for both women and men; AGREED AD REF
52 deleted
53. Respect, preserve and maintain women’s traditional knowledge and innovation while recognizing the potential of rural and indigenous women to contribute to the production of science and technology and of new knowledge to improve their lives and those of their families and communities; AGREED AD REF
53 bis. Formulate and implement public policies that increase women’s and girls’ access to digital technologies, including through conducting local communications campaigns. AGREED AD REF
54. The Commission recognizes the need for compilation and sharing of good practice examples and lessons learnt in mainstreaming a gender perspective in science, technology and innovation (STI) policy and programmes with a view to replicating and scaling up successes, and in this regard looks forward to any steps or actions that relevant United Nations bodies, especially the Commission on Science and Technology for Development, could take. AGREED AD REF
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
zondag 15 mei 2011
Bij het overlijden van Tine Halkes
Een bijzondere vrouw, Tine Halkes. In mijn herinnering vooral moedig. Rustig, gewoon haar gevoel voor rechtvaardigheid volgend ging ze haar weg. En door die consequente houding trok ze met haar onderwerpen de aandacht in verschillende kringen. Niet alleen in de kerk(en), waar ze streed voor een plaats voor vrouwen. Ook als een ‘eerste vrouw’, die de door mannen gedomineerde kerk van binnen uit, als gelovige, wilde veranderen. Als strategisch denker koos zij voor een studie theologie waardoor zij de mannencultuur en vooroordelen in de kerk vanuit een gelijke positie kon bestrijden.
De manier waarop zij haar ideeën naar voren bracht had zoveel succes dat ze bijzonder hoogleraar werd aan de Katholieke Universiteit in Nijmegen. Vanuit die positie kon ze nog beter laten zien hoe belangrijk het was Feminisme en Religie te verbinden.
Nu ik terug denk aan die tijd betwijfel ik in hoeverre zij beseft heeft hoezeer zij ook fungeerde als het ‘geweten’ van de vrouwenbeweging. In de heftige jaren 70 van de vorige eeuw waren (sommige) feministen op een aantal terreinen net zo streng en hardvochtig als de kerken. Wie niet recht in de leer was kon het in de vrouwenorganisaties ook moeilijk hebben. Dat betrof onderwerpen als mannenhaat, huwelijkstrouw, abortus, maar ook godsdienst. Halkes werd niet tot de feministen gerekend, omdat zij trouw aan haar geloof en aan haar kerk bleef. Hoewel ik zelf al lang afscheid had genomen van de kerk waarin ik was groot gebracht, heb ik haar bewonderd om de vrolijke en vriendelijke wijze waarop zij verdedigde dat die twee, feminisme en geloof, konden samengaan.
Cock Kerling-Simons
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
De manier waarop zij haar ideeën naar voren bracht had zoveel succes dat ze bijzonder hoogleraar werd aan de Katholieke Universiteit in Nijmegen. Vanuit die positie kon ze nog beter laten zien hoe belangrijk het was Feminisme en Religie te verbinden.
Nu ik terug denk aan die tijd betwijfel ik in hoeverre zij beseft heeft hoezeer zij ook fungeerde als het ‘geweten’ van de vrouwenbeweging. In de heftige jaren 70 van de vorige eeuw waren (sommige) feministen op een aantal terreinen net zo streng en hardvochtig als de kerken. Wie niet recht in de leer was kon het in de vrouwenorganisaties ook moeilijk hebben. Dat betrof onderwerpen als mannenhaat, huwelijkstrouw, abortus, maar ook godsdienst. Halkes werd niet tot de feministen gerekend, omdat zij trouw aan haar geloof en aan haar kerk bleef. Hoewel ik zelf al lang afscheid had genomen van de kerk waarin ik was groot gebracht, heb ik haar bewonderd om de vrolijke en vriendelijke wijze waarop zij verdedigde dat die twee, feminisme en geloof, konden samengaan.
Cock Kerling-Simons
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
maandag 11 april 2011
Biografie van Hilda Verwey-Jonker
De levens van Hilda Verwey-Jonker 1908-2004
Margit van der Steen
Bijzonder uistekend uitgewerkte biografie van Hilda Verwey-Jonker,(HVJ)
voorzitter van "Vrouwenbelangen"1951-1955.
Wij kunnen ons nu haast niet voorstellen hoe moeilijk het was voor ontwikkelde vrouwen om kort na de 2e wereld oorlog een "eigen" leven op te bouwen.
Vrouwen werden niet voor vol aangezien.
De schrijfster maakt ons in bijna 500 blz duidelijk hoe via omwegen Hilda Verwey-Jonker emancipatie, van vrouwen, minderheden en bejaarden aan de orde stelde.
Hoe zij als afgestudeerd sociologe heel veel veranderingen wist te bereiken.
In Vrouwenbelangen was tijdens haar bestuur de handelingsonbekwaamheid van de vrouw aan de orde. De tijd was nog niet rijp voor een vrouwelijke minister, maar Hilda Verwey-Jonker heeft heel veel bereikt.
Zij adviseerde Koningin Wilhelmina in London, was in 1946 al afgevaardigde bij de Verenigde Naties.
In 1954 was zij gemeenteraadslid in Eindhoven en ook lid van de Eerste Kamer, waar zij de problemen van de Molukkers aan de orde stelde.Zij was van 1957 tot 1972 kroonlid van de SER, in de schaduw van de macht.
Cum laude als sociologe afgestudeerd met een geemancipeerde man, vader van vier kinderen en trouwe huishoudelijke hulp, kon Hilda Verwey-Jonker zich voordurend inzetten voor het schrijven van goed wetenschappelijke onderzochte artikelen en stukken.
De Nederlanse vrouwen hebben heel veel aan haar te danken, dat heb ik beseft na een maand lang lezen.
Maak en neem er de tijd voor!
Marijke Peters, penningmeester Vrouwenbelangen 1977-1986.
Deze recensie is ook te lezen op www.vrouwenbelangen.nl/nieuws/weblog.html
April 2011.
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
woensdag 9 februari 2011
Vrouwenstemmen: vraag en aanbod
De Nederlandse Vereniging voor Vrouwenbelangen, Vrouwenarbeid en Gelijk Staatsburgerschap (VROUWENBELANGEN) maakt zich al sinds 1894 sterk voor rechten van vrouwen op voet van gelijkheid met mannen. Zoals gelijke invloed van vrouwen in de politiek, herverdeling van betaald en onbetaald werk en gelijke beloning voor gelijk werk.
Inmiddels hebben we kiesrecht, zijn we handelingsbekwaam en is de ontslagplicht van vrouwen bij huwelijk opgeheven. Sinds het midden van de 20e eeuw zijn onder meer gelijke politieke, sociale en economische rechten erkend als fundamentele mensenrechten. Door goedkeuring van het internationale Vrouwenverdrag van 1979 hebben staten, waaronder Nederland, zich verplicht deze rechten bij wet te regelen en vrouwen het genot en de uitoefening daarvan in de dagelijkse praktijk te verzekeren.
In 1992 benoemde de regering evenredige deelname van vrouwen en mannen in de politiek en het openbaar bestuur als speerpunt van het emancipatiebeleid, dat in 2010 bereikt zou moeten zijn. Nauw daarmee samenhangend werden toen ook de herverdeling van de onbetaalde arbeid en het blootleggen en elimineren van onbewuste en onbedoelde discriminatie door stereotiepe denkbeelden, gewoonten en praktijken speerpunten van dit beleid.
Kennis en inzicht in de oorzaken en effecten van ‘vanzelfsprekende’ ongelijkheden tussen de seksen werden echter niet geïntegreerd in het hoger onderwijs en evenmin verankerd binnen de overheid met zijn vele adviescolleges en commissies.
Nog steeds is in onze samenleving de positie van vrouwen, in al hun diversiteit, gemiddeld minder rooskleurig dan die van mannen. Taken en rollen van mannen en vrouwen zijn nog niet herverdeeld op basis van gezamenlijke afwegingen en gelijke invloed van vrouwen en mannen. Nog niet de helft van de vrouwen is economisch zelfstandig, d.w.z. de meeste vrouwen hebben een inkomen dat kleiner is dan 70% van het minimum inkomen. Aanmerkelijk meer vrouwen dan mannen zijn door inkomensvoorzieningen en toeslagen langdurig afhankelijk van de staat. Vrouwen vormen een kleine minderheid in de top van bedrijven en maatschappelijke instellingen en in raden van bestuur of toezicht.
Het VN-Comité dat toezicht houdt op de naleving van het Vrouwenverdrag bracht in 2010 een zeer kritisch rapport uit over de naleving van het verdrag door Nederland. Het verdrag bevat resultaatsverplichtingen: het is niet goed genoeg dat de positie van Nederlandse vrouwen beter is dan die van miljarden vrouwen in andere landen. Deelneming van vrouwen op gelijke voet met mannen aan het politieke, sociale, economische en culturele leven van ons land is voorwaarde voor de volledige ontplooiing van de talenten van vrouwen.
VROUWENBELANGEN bevordert de deelname van vrouwen aan de politiek, maar is en blijft geheel onafhankelijk van de partijen. Politieke partijen en opiniemakers hebben de laatste jaren veel geschreven over de scheve man-vrouw verhoudingen in de top van het bedrijfsleven, de universitaire wereld, de politiek en het openbaar bestuur. Beleids- en bestuursorganen met een goede man-vrouw balans functioneren aantoonbaar beter. Niettemin is het aantal vrouwen in de huidige regering weer terug naar het niveau van dertig jaar geleden. Ook in tijden van crisis valt niet uit te leggen dat in een democratische rechtsstaat aan het realiseren van die balans eenvoudig wordt voorbijgegaan.
Politieke partijen laten horen dat ze de kiezers op 2 maart harder nodig hebben dan ooit (Vk 29 jan.). VROUWENBELANGEN heeft de tien partijen die in de Tweede Kamer zitting hebben de vraag voorgelegd waarom vrouwen op hen zouden moeten stemmen. Ze heeft daarnaast gevraagd welke speerpunten die een positieve invloed hebben op het vergroten van kansen voor alle in Nederland wonende vrouwen de partijen van urgent belang vinden. Hieronder volgen de negen reacties die zij daarop ontving.
VROUWENBELANGEN gaat graag het debat aan met de politieke partijen op 12 februari 2011 van 13 – 16 uur in de Idazaal, Juffrouw Idastraat 2, in Den Haag. U kunt daar ook bij zijn.
Graag aanmelden bij de secretaris, Freke Schoemaker, op tel. nr. 06 4045 2425.
Op http://www.vrouwenbelangen.nl/nieuws/PS-verkiezingen2011/statenverkiezingen.htm vindt u meer informatie.
Leonie van Gils,
Nederlandse Vereniging voor Vrouwenbelangen, Vrouwenarbeid en Gelijk Staatsburgerschap,
voorzitter
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
Inmiddels hebben we kiesrecht, zijn we handelingsbekwaam en is de ontslagplicht van vrouwen bij huwelijk opgeheven. Sinds het midden van de 20e eeuw zijn onder meer gelijke politieke, sociale en economische rechten erkend als fundamentele mensenrechten. Door goedkeuring van het internationale Vrouwenverdrag van 1979 hebben staten, waaronder Nederland, zich verplicht deze rechten bij wet te regelen en vrouwen het genot en de uitoefening daarvan in de dagelijkse praktijk te verzekeren.
In 1992 benoemde de regering evenredige deelname van vrouwen en mannen in de politiek en het openbaar bestuur als speerpunt van het emancipatiebeleid, dat in 2010 bereikt zou moeten zijn. Nauw daarmee samenhangend werden toen ook de herverdeling van de onbetaalde arbeid en het blootleggen en elimineren van onbewuste en onbedoelde discriminatie door stereotiepe denkbeelden, gewoonten en praktijken speerpunten van dit beleid.
Kennis en inzicht in de oorzaken en effecten van ‘vanzelfsprekende’ ongelijkheden tussen de seksen werden echter niet geïntegreerd in het hoger onderwijs en evenmin verankerd binnen de overheid met zijn vele adviescolleges en commissies.
Nog steeds is in onze samenleving de positie van vrouwen, in al hun diversiteit, gemiddeld minder rooskleurig dan die van mannen. Taken en rollen van mannen en vrouwen zijn nog niet herverdeeld op basis van gezamenlijke afwegingen en gelijke invloed van vrouwen en mannen. Nog niet de helft van de vrouwen is economisch zelfstandig, d.w.z. de meeste vrouwen hebben een inkomen dat kleiner is dan 70% van het minimum inkomen. Aanmerkelijk meer vrouwen dan mannen zijn door inkomensvoorzieningen en toeslagen langdurig afhankelijk van de staat. Vrouwen vormen een kleine minderheid in de top van bedrijven en maatschappelijke instellingen en in raden van bestuur of toezicht.
Het VN-Comité dat toezicht houdt op de naleving van het Vrouwenverdrag bracht in 2010 een zeer kritisch rapport uit over de naleving van het verdrag door Nederland. Het verdrag bevat resultaatsverplichtingen: het is niet goed genoeg dat de positie van Nederlandse vrouwen beter is dan die van miljarden vrouwen in andere landen. Deelneming van vrouwen op gelijke voet met mannen aan het politieke, sociale, economische en culturele leven van ons land is voorwaarde voor de volledige ontplooiing van de talenten van vrouwen.
VROUWENBELANGEN bevordert de deelname van vrouwen aan de politiek, maar is en blijft geheel onafhankelijk van de partijen. Politieke partijen en opiniemakers hebben de laatste jaren veel geschreven over de scheve man-vrouw verhoudingen in de top van het bedrijfsleven, de universitaire wereld, de politiek en het openbaar bestuur. Beleids- en bestuursorganen met een goede man-vrouw balans functioneren aantoonbaar beter. Niettemin is het aantal vrouwen in de huidige regering weer terug naar het niveau van dertig jaar geleden. Ook in tijden van crisis valt niet uit te leggen dat in een democratische rechtsstaat aan het realiseren van die balans eenvoudig wordt voorbijgegaan.
Politieke partijen laten horen dat ze de kiezers op 2 maart harder nodig hebben dan ooit (Vk 29 jan.). VROUWENBELANGEN heeft de tien partijen die in de Tweede Kamer zitting hebben de vraag voorgelegd waarom vrouwen op hen zouden moeten stemmen. Ze heeft daarnaast gevraagd welke speerpunten die een positieve invloed hebben op het vergroten van kansen voor alle in Nederland wonende vrouwen de partijen van urgent belang vinden. Hieronder volgen de negen reacties die zij daarop ontving.
VROUWENBELANGEN gaat graag het debat aan met de politieke partijen op 12 februari 2011 van 13 – 16 uur in de Idazaal, Juffrouw Idastraat 2, in Den Haag. U kunt daar ook bij zijn.
Graag aanmelden bij de secretaris, Freke Schoemaker, op tel. nr. 06 4045 2425.
Op http://www.vrouwenbelangen.nl/nieuws/PS-verkiezingen2011/statenverkiezingen.htm vindt u meer informatie.
Leonie van Gils,
Nederlandse Vereniging voor Vrouwenbelangen, Vrouwenarbeid en Gelijk Staatsburgerschap,
voorzitter
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
zondag 30 januari 2011
verkizingsbijeenkomst vrouwenbelangen
Uitnodiging voor verkiezingsbijeenkomst
Met veel genoegen nodigt het bestuur van Vrouwenbelangen u uit voor een bijeenkomst met het oog op de komende verkiezingen. De uitslag van de Provinciale Statenverkiezingen is mede bepalend voor de samenstelling van de Eerste Kamer en daarom van groot belang voor de stabiliteit van onze minderheidsregering. Het aantal vrouwen in de regering is gedaald tot het niveau van de jaren tachtig. Wat is er over van het streven naar gelijke deelname en gelijke invloed van mannen en vrouwen? Pas in mei komt het kabinet met een nieuwe emancipatienota. Willen we het kabinet een blanco cheque geven? Weten we wat we van andere partijen mogen verwachten?
Het bestuur van Vrouwenbelangen heeft de politieke partijen gevraagd in korte statements aan te geven waarom vrouwen zouden moeten stemmen op 2 maart en wat hun speerpunten zijn voor vergroting van de kansen van alle in Nederland wonende vrouwen. Met dit verzoek ontvingen de partijen de tekst van het VN-vrouwenverdrag. Per 1 februari kunt u de reacties van de partijen vinden op onze website. Ze vormen de basis voor de bijeenkomst met als titel
Meer vrouwen in de politiek voor een sterkere democratie.
De bijeenkomst vindt plaats op
Zaterdag 12 februari 2011 van 13.00 tot 16.00 uur
in de Idazaal,
(Juffrouw Idastraat 2, Den Haag, tel. 070 313 2070 ).
Ingang via de poort naast Prinsestraat 37, Den Haag
Wij brengen deze middag de verkiezingen in verband met het VN-vrouwenverdrag. Wij zijn verheugd dat we Caecilia van Peski, VN-vrouwenvertegenwoordigster in 2010, en Mieke van der Burg, voorzitter van de Vereniging voor Vrouw en Recht en ex Tweede Kamerlid, als spreeksters kunnen aankondigen.
Caecilia van Peski spreekt over de relatie tussen vrouwen en democratie.
Mieke van der Burg zal ingaan op de relatie tussen speerpunten van de partijen en de conclusies van het CEDAW-comité over de implementatie van het verdrag in Nederland.
Mieke van der Burg zal ingaan op de relatie tussen speerpunten van de partijen en de conclusies van het CEDAW-comité over de implementatie van het verdrag in Nederland.
Na deze korte inleidingen kunnen de deelnemers en de vertegenwoordig(st)ers van politieke partijen de discussie aangaan over belang en realisatie van die speerpunten.
Na afloop is er gelegenheid tot netwerken.
U kunt zich tot 8 februari aanmelden als deelnemer aan deze bijeenkomst per email: bureau@vrouwenbelangen.nl o.v.v. 12 februari, of per telefoon nr 06 40452425 bij Freke Schoemaker. Er zijn voor u geen kosten aan deelname verbonden.
Het bestuur hoopt u te kunnen begroeten op 12 februari!
Met vriendelijke groet,
Leonie van Gils,
Voorzitter
P.S. Als u het streven naar gelijk staatsburgerschap van vrouwen en mannen in al hun diversiteit een warm hart toedraagt, kunt u aan het realiseren daarvan ook bijdragen door lid te worden van onze Vereniging. Zie daarvoor de bijgesloten flyer of download deze van onze website www.vrouwenbelangen.nl.
Word lid van Vrouwenbelangen als je, met ons, vindt dat Gelijk Staatsburgerschap voor vrouwen in Nederland nog niet bereikt is. Kijk voor meer informatie op http://www.vrouwenbelangen.nl/vereniging/index.htm
Abonneren op:
Posts (Atom)