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Vol.1978/0183

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COMMISSION OFTHEEUROPEAN COMMUNITIES
COM(78 )^99final .
Brussels ,3October 1978 .
EDUCATION ACTION PROGRAMME ATCOMMUNITY LEVEL
EQUAL OPPORTUNITIES INEDUCATION AND TRAINING FOR GIRLS
(second level education )
(Communication from theCommission totheCouncil )
''^"λ
\
', i
\ - /'v;
C0M(?8 )499final .

SUH ?••:ARY , •
$yvirtue ofaResolution adopted on9*2.197 o,theCouncil and
Ministers ofEducation approved afirst action programme inthe
field ofeducation .Theachievement ofequal opportunities' for
- *
free access toall' forms ofeducation was stated tobeanessential
aimoftheeducation policies ofallKernber States (Point IV20).-
Jtwasfurther agreed that anexchange ofviews andexperience on
concepts andtrends should heorganised atCommunity level inorder
'toidentify specific areas inwhich joint action might beundertaken
(Point IV21). v- J':.
·■* *
♦
Thepresent document concerns theposition ofgirls inthesecond
level ofeducation .This initial focus onthetheme ofequal
opportunities forgirlG must beseen inthewider context of -
Community action toachieve eouality oftreatment between men and
(2)women workers ,asalready recognised byMember States .
TheCommunication cqntains theanalysis made bytrieCommission on
thebasis ofanexpert 'sreport drafted incollaboration with
liaison ,officers designated byeach Ministry of .Education ._The
Communication sununari sentheextent ,type andcharacter ofinequalities
arising inthe-second levol education ofgirls ,proposes areas of .common
coricern onwhich cooperative action should beprepared inthelight of
themeeting oftheCouncil andtheMinisters ofEducation on
27November .1978 .
•Resolution of9-2.1976 ,OJNo.C.30of19.2.197,6 .v
(2) • •- .VtVrs . ,«* -, , , <, • * ... i_
rDirective onequal treatment asregards access toemployment ,-
vocational training OJNo.L39of14-.2.1976 and
particularly Council Declaration 2aonthis Directive . , ..
(3) *Report byDr.Eileen BYRIilD tobepublished shortly .

Education Action Programme atCommunity level
Equal opportunities inEducation andTraining
forgirls (second level education )
I Introduction
IITheContext forpolicy development'
IIIAreas ofcommon concern
IV Recommendations
i

-J
,Ν
EQUAL OPPORTUNITIES INEDUCATION AND TRAINING FOR GIRLS
.. ..INTHE 10-18 AGE RANGE
I.INTRODUCTION ^ f
1."The achievement ofequal opportunities for free access to-i
dllforms of .education isahessential aimoftheeducation • f
-policies ofallMember States and it3importance must be j
,stressed inconjunction with other economic ,and social policies ,■
; inorder toachieve equality ofopportunity insociety ".This . ■
statement ofprinciple forms Point IV.20oftheresolution of ■T
theCouncil -and oftheMinisters sofEducation meeting within' tn,;
Council of9february 1976 ,(1).Theresolution provides moreover [
that "anexchange' ofviews andexperience onConcepts .^.natrend :
-will beorganised atCommunity level inorder' toidentify
specific areas inwhich joint action mights beundertaken "
(Point IV.21 ).Theneed forspecific actions toensure ,
equal educational opportunities for girls we^smade explicit
inPoint 111,1' (c)oftheresolution of13December 1976
concerning'measiires tobetaken toimprove thepreparation ,
of_young people forwork and tofacilitate their transition ;
.from education -toworking life (2). -
2.Thetheme ofequal educational .opportunities for girls must'
beseen inthe wider context ofCommunity action toachieve
equa-lity oftreatment between men andwomen wprkers .Community
■directives onequal pay (3)andonequal ,treatment asregards
access toemployment ,vocational training ,promotion and . '
working conditions (4),'together with thedraft directive on ,/
equal treatment asregards social security (5)'focus onthe
removal ofdiscriminatory legal provisions andpractices ^ •
•••/1••
IlO.J. >i.oc38'of19.02.76
20,J .N°C30Bor30.12,76
30,J ,N°L45of19.02.7 ^"
.4O.J. N°L39of.14.02.76'o)O.J. N°C34of11.02.77

Themore ceneral theme -ofinequality ,asopposed todiscrimination ,"between
menandwomon inthe .employment field wastaken ,upinaCommission memorandum
of12February 1975 *Inthelast fewyears ,particular attention has "been
paid tothoremoval ofinequalities intheprovision ofvocational' training
forwomen . ,Positive action hasbeen taken bytheEuropean Social Fund ,
initially inthecontext ofitspilot projects andstudies andmore recently
bythecreation ofaspecific category ofintervention forvocational
training programmes forwomen (l). TheEuropean Centre fortneDevelopment
ofVocational Training inBerlin isalso devdting itsattention tpthe
situation ofwomen workers .
Action inthofield ofemployment andvocational training canhowever only
partially compensate forthose inequalities v/hich affect thecareer chances
ofwomen during their formative years before their entry into working life .
Theliembor States have recognized that progress towards equality oftreatment
inthefield ofvocational training is'closely linked with thoquestion of
equality ofopportunity forgirls andboys inthefield ofeducation and
vocational training (2).
τ
Thepurpose ofthis Communication istosummarise (3)theextent ,type and
character ofinequalities arising intheeducation andtraining ofgirls
inthesecond level ofeducation ,that is,intheapproximate agerange of
10to18years .Itseeks toidentify specific areas inwhich joint action
mayboundertaken within the .Community .In ,this context ,full account
hasbeen taken ofwork inthefield ofeducational equality forgirls by
international organisations such asthoCouncil ofEurope ,thoOECD ,theILOt
U1IESC0 and theNordic Council . . ',c.
(1)O.J. NO.L337of27.12.77
(2)Council Declaration 2areferring totheDirective of9.2.7 6 *
(cf.footnote 4p.l). - -
(3)Thissummary draws onareport ontheequality ofeducation andtraining
forgirls ineducation prepared byDr.Eileen Byrne ,anexpert appointed
bytheCommission whoworked inconsultation with liaison officers
designated byeach Ministry ofEducation .. .•

2.Thesecond level provides anappropriate focus because itis
atthis stage ofschooling that pupils have tochoose between
different types ofschool ,ordifferent courses orprogrammes ,.
•within schools ;some ofthese ,choices aredirectly related to
later opportunities forvocational training and employment ..
Almost all countries introduce some form ofspecific preparation ■c
for^the world ofwork ,"including careers guidance ,topupils . '•
intherange from about 13to18.Thedebate onco-education is
more 1pertinent atsecondary level since proprotionately more
second level than primary schools are single sex .Itisalso
atsecondary level that the onset offull puberty –earlier for ,
,girls than forboys -sharpens theinfluence offemale andmale
•adult "models "ohtheattitudes ofyoung people . -.
6.The focus onthe second level ofeducation does not detract from
. • ' , ' •'' . ■A*'
theimportance attached 'totheformative influence ofpre-school •
aridprimary schooling .The field ofpre-school education Isalready
•under review' bytheEducation .Committee onthe basis ofthe
February 1976 resolution ,whilst thearea "ofprimary schooling
canbeexamined separately atalater stage .
7*Similarly ,the "emphasis ontherole oftheeducation system itself ,
intheachievement ofequal opportunities for^irls andwomen d-oes
notdetract from ,theimportance ,offactors external tothe
education system .Theinfluence ofthefamily ,ofthelocal socio -
-economic environment ,ofvarious cultural andreligious traditions ,
ofthebehaviour ofthepeer group and .ofconditioning bv .the
■mass media andtheleisure industry areamong thefactors which
arkrecognized tohave aprofound influence onthebehaviour
andaspirations ofyoung people ..Theeducation sector cannot ,
change society butnordoes society provide analibi for 'inadequacy
within vtheeducation system .. v •
8.Thepresent intention istherefore toexamine tho"se barriers
••hindering the .achievement •ofequal opportunity jn .secondary levo ... ■
.education forboth sexes which are .directly related tooraregar *
oftheeducation system ,-since these arethebarriers which canbo
ν \altered ,-removed orinfluenced byeducational authorities .

■II.THE CONTEXT FOR POLICY DEVELOPMENT ..
„9*Educational authorities are increasingly concerned with theproblems
ofunder-achievement bygirls .Itiswidely recognized that in ,
I
themodern world ,and particularly inthe 21st century forwhich
children are today being educated ,education should give both
men andwomen the right ofchoice :choice towork full-time or
part-time ,choice tobethebreadwinner ortheprincipal home –
• based parent ,choice toalternate roles atdifferent -st*age3 of
marriage and careers .The current economic situation does not
diminish theresponsibility ofschools toeducate allpupils
andnot only boys foreconomic employment forpart atleast ,if .
notmost ,oftheir lives .Conversely ,allyoung people ,boys as
,well asgirls ,need tobeequipped toshare responsibility for
domestic affairs and thebringing upofyoung children .Itis •
furthermore recognized that education must beoffered toeach
child Inaccordance with ,hisorheractual ,notassumed ,personal
gifts andindividual needs ,rather than onthebasi ^ofany
other preconceived notion such assex ,colour ororigin .
10.'The overall picture ofsecorji level education is,however ,one
ofwidespread underachievement bygirls .This ispartially
evident from thegeneral participation rates ofgirls inthe
first andsecoxid cycles ofsecond level education ,which vary
0 considerably between countries .More significant arethesex
differences inparticipation inthedifferent levels andtypes
: ofschools andcourses .Predictably ,these differences aremore
marked during thesecond than thefirst cycle .
11.Sofarassecond level vocational andtechnical education are
concerned .\theoverall participation rates ofgirls are
, mainly much lower than those ofboys .Most vvocational andtechnical

– 5-" .
•training .that isfollowed bygirls tends mmany countries to
•begeared totraditionally feminine sectors ofemployment , .
involving skills with limited transfer value .Moreover , >if
givfen thechoice ,girls often optforshorter courses with lov*er \
level qualifications than those generally attained byboys , , ',-■■■
Incountries where training ;demands .outstrip supply .,more girls
fail tofind training places than boys# '
12.Nevertheless ,asregards "academic "orgeneral education ; ,
theinitial problems ofaccess oractual participation donot
appear tobethemost significant .Inmost though not all countries ,
girls' participation -rates ,intraditional pre-university academic -
courses either equai orexceed those ofboys .Such evidence as
isavailable suggests ,4however ,that girls tend toopt for - >
shorter courses inthe second cycle ort£>leave school without
having completed long second cycle courses .1This isdirectly
" •»related tothelower recruitment level ofgirls tohigher
education ,which isstill common toallcountries .Aseparate - ^
cause forconcern isthe sharp ,sextyping ofstudies chosen by . •
girls entering higher education ,which isclearly influenced by
thepattern and conditioning ofsecond level education . ..
■
13«Thesexdifferences summarized above may beseen in/thewider
context ofthemany other factors influencing educational -
.achievement ,,such associal class,' linguistic background ,ethnic
origin ,residence inrural areas etc .Though sexmay bfealess
decisive single factor than social class forinstance ,the
cumulative effect of .several factors ofinequality creates special
needs requiring urgent action ;. • . ,;-
" ' •»
' ■"'v- ■ ■ '•* ''... • ■.;*/ '

-6-
III .AREASOP COffi.TON CONCERN ' ' .4
14.Various factors orbarriers can beidentified within the education
•systems ,which either directly orindirectly impede the achievemea
ofgreater equality .These barriers may occur ,within the structure
and organisation ofsecond >level education ,within the curriculum
or/more intangibly ,within the social andpsychological environ­
ment ofthe schools where teachers can play asignificant role .
These different areas for action are examined inturn below ."
Structure and organisation
15.The organisation ofsingle sex schools can provide astructural
barrier toequality insofar asgirls' schools may offer more
limited curricula <orfacilities ,partic\ilarly asregards traditioi
male dominated areas ofstudy ,such asmathematics ,science ,.
technical .craft3 and technology .This isaform ofdiscrimination
which finds itsmost explicit expression inthose cases where
courses and schools ofvocational and technical education and
training continue tobedesigned andreserved exclusively for
one sex . .
16.-Theintroduction ofco-education canremove certain barriers to
educational opportunity ,byproviding equal access toall curricu
.facilities andtostaff forallsubjects ,andbyestablishing a
basis j£orimproved social education with theaidofateaching
force ofboth sexes .Ahasty commitment totheintroduction of
co-education canhowever fail tomeet itsobjectives andactually
reinforce sex-stereotyping ,ifthenecessary resources and
expertise arenotmade available .
••/co•

-7-
7.Theintroduction ofco-educatxon isclearly more problematic ..t
inthose countries where thecontrol ofsingle sexschools does
'not liewholly *with the state# Insuch cases ,certain barriers'
may bereduced byrequiring that aminimum basic curriculum
with appropriate facilities ismade available and that teachers •
of"theopposite ,sexarenot excluded .Itcanbeadded that many
positive result 'sindiminishing sex-stereotyping have been
achieved insingle-sex schools .
;8.Although there appears tobeanaccelerating trend towards
theintroduction ofuniversal co-education intheCommunity ,
there isnoclear cut ,view onapolicy for its general applic­
ation .In "any event ,the .introduction and themanagement of
co-educational schools remains alive political issue throughout
~theCommunity ,justifying further investigation based onthe
comparative experience ofdifferent types ofsingle sex and
co-educational schools , a : ;
■19»"Further barriers may befound within the structure ofsecond ...
level education ,which actasserious motivational disincentives to
'boys as .well asgirls .Those systems which prevent adolescents
from remaining -with their peer group asthey move upthrough
school ,byrequiring whole school years toberepeated ,tend "
.toencourage many young people tole&ve school prematurely .
Similarly the rigid' separation .ofdifferent courses orprogrammes /
•-which can miake transfers between courses impossible -inpractice ,
canalso reinforce disaffection with school life among
those with lowmotivation *This isparticularly serious inthose
* - * . *educational .systems where specialisation canbegin already inthe
first cycle ofsecond level education ^These problems arebeginning
toberecognised ,andgreater flexibility has characterised the
verious recent reforms ofseqond level education intheCommunity .
«
•«•/if•

-8-
20.Special programmes which cut across existing structures can be
used to-promote equality ,andparticularly tohelp themost
disadvantaged ofgirls .The concept ofpositive discrimination
isbeginning tobeapplied inanumber ofcountries with regard ,
■tovocational training where theaim istomaintain special
programmes for girls intraditionally male dominated areas until nc
trends can.be estab3.ish.ed toenable girls tocatch upwith their "
male peers .Similar initiatives inthefirst .cycle ofsecond ,level
education andinthefield ofeducational andvocational guidance
.could equally envisaged • ■**
Curriculum
'
21.Irrespective ofthe structure ofschools insecond level education
.curriculum organisation isafrequent obstacle toequality of
opportunity .Onthe onehand ,any system ofpremature specialisati
which enables girls todiscontinue such basic subjects asmathemat
orphysical sciences byan ,open option orchoice system limits the
later choice ofopportunities infurther education ,training and
*employment .Ontheother hand ,theorganisation ofparallel
curricular options between technical crafts anddomestic crafts ac
asasevere obstacle toequality inlater educational achievement'
andemployment .Domestic crafts ,sooften theoption oftheless
academically gixteo .girls ,frequenbxy have very little relevance 1
employment .Conversely thepossibility .toavoid anoption in
domestic education implicity .encourages many boys torefuse to
recognize their domestic andfamily responsibilities inlateir life
22»Thedeferment ,ofspecialisation andtheestablishment ofa
compulsory andbalanced central curriculum upto.theminimum
school leaving' age ,towhich options canbeadded ,canmake
aconsiderable contribution tooffering girls (andboys )a
bother xoundafcion j.orlater choice oithird level education or
« *
o•#/{iH

for training for employment .Current trends incurriculum -
reform ,with theincreasing emphasis onatechnological element
inthe core curriculum canusefully diminish 'the tendency to
* %
regard technical education asamale preserve ..Education in
personal relationships ,social roles and theduality orinter­
changeability of -domestic andexternal adult responsibilities
inmarriage canusefully replace lower level domestic skills •
and beintroduced aspart ofthecompulsory curriculum for \.
both sexes . ■' . ; . '" ,-r
Thewidespread sexism and sexrole stereotyping ofeducational
media andteaching materials isperhaps themost obvious
curricular barrier to .equal educational opportunity aswell as
being anadverse social influence depressing girls *motivation ;
andaspirations *Some Member States have begun totake ,steps ,
toreview teaching materials HLnthis light and insome cases .
toissue guidelines for theproduction ofnewmaterials .This
isavalid exercise even incountries where there -is-nocentral \
control *either ,ofcurriculum content orofeducational materials .
The teaching force •i ~
Kany ofthe social andpsychological factors which have animpact
ongirls *educational achievement andcareer aspirations lie
outside the area ofinfluence ofeducational authorities .Within
theschool environment ,however ,there isconsiderable scope for ■
.counteracting rather than reinforcing those behaviour patterns
which .spring from social conditioning about sexroles .Theteachir
force initsday todaycontacts with .girls and ,boys has .apri­
vileged opportunity tocompensate forexternal ,perceptions of,
forexample ,woman 'sdomestic role and of."men'swork "ajid "women'
work!' .Teachers ,particularly those .involved inpersonal
counselling andvocational guidance ,canbemade more sensitive

-10-
tocertain psychological anddevelopmental factors such ,as
girls' earlier -physical development ,parental influences ,girls * ,
lack ofambition ,their desire not tooutshine boys inadolescence ,
etc .In-service training programmes aswell asinitial teacher
-training courses can beused more extensively .'toequip teachers
.and those involved invocational guidance toovercome some of ■
theadverse effects -ofimplicit sex-stereotyping inthecurriculum
25.The achievement ofabetter sexbalance inthe teaching force ,as
regards thesector ofemployment (nursery ,primary ,secondary ),
theareas ofstudy (humanities ,sciences ,crafts )andmost
•* * "
particularly thelevel ofauthority ,could have aneven more profou'
influence ontheperception ofadult models bychildren during thei
formative years .Insome countries there has been anactual ,decline
in'theproportion ofwomen holding senior positions over the last
ten years ,frequently asaresult ofreorganisation and the
<-introduction ,ironically ,ofco-education .Similarly there has
been atendency topolarise the roles ofmen and women ;teachers
intheadministrative duties involved inlarge new schools .Teacher
redeployment has become amajor element intheplanning ofmany
,national educational policies -asthe teaching force declines with
-thefall inthebirthrate .This now provides anopportunity for
positive staff development programmes toachieve abetter sex ;
balance inthe teaching force . .
Data and annlied research
26..There isstill toolittle research evidence onwhere girls are
intheeducational "system ,vmat their relative achievements are ,
and inwhat waytheir motivation anddevelopment differs from
that -ofboys .There isanurgent need fora .coordinated andplannei
programme ofresearch andfor all educational statistics tobe
*

divided bysex ,at .least for thenext decade ,anorder toallow
t
> more effective monitoring (and tocontribute tobreaking some
ofthemythology which surrounds thesexinequality debate ). -
•'Surveys into pupil achievement ,curriculum organisation ,or
school government andmanagement could now always -include an
examination ofsex differences .
III.RECOMMENDATIONS FORACTION . ' '
27.Theachievement ofgreater equality ofopportunity for girls in
education isalong term objective towhich educational authoriti
.< .canmake amajor contribution byadapting educational structures ,
• •'curriculum and staff policy .These are sensitive areas foraction
given the "interplay oflegal ,administrative and .attitudinal ;
factors .Asyet there isintheCommunity remarkably little ,
research into or.practical experience ofspecific measures
designed toreso*lve theproblems outlined above .Cooperative
action inthe field ofresearch anddevelopment could therefore
make auseful contribution tothe achievement ofthis objective
inthe Heaber S"-tes . ' *
..- * , • •
28..ITISTHZSEFORS PR0P03KD THAT : -
aprogramme forconsideration bytheCouncil and bytheMinisters
ofEducation meeting within theCouncil should bedrawn upto
focus onthefollowing tbpics .which have been identified asof
common concern .
a)themanagement andimplementation ofco-education ;
. 'b).thedesign ofcompensatory programmes specifically forgirls
inthefirst cycle ofsecond level education and invocational
guidance ; ', . . ":
c)thedesign ofcore curricula andtheintroduction ofnew
compulsory subjects such astechnology andhome management ;

d)thecreation ofnewstaff development policies ,designed to
achieve abetter sexbalance inthe teaching force ,particularly
inthecontext ofpolicies for teacher recruitment andpromotion
e)thedesign ofnewtraining modules toincrease theawareness
ofteachers and guidance personnel ofthe social and psychologies
factors involved ;
f)theimprovement ofdata andresearch oneducational equality
for girls and the exchange ofinformation onthis subject ■
between Member States . .'. ■

Action:Equalopportunities ineducationandtrainingforgirls
(inBecondleveleducation).
.'' ' V"
Financialandstaffingimplications '
Budget-line',■, .
392Expenditurerelatingtoactioninthefieldofeducation.
Headingwithinbudgetline "• '^ i
Item3920point21.3"(Equalopportunities ).
Leralbane ' .",'
ResolutionoftheCouncilandMinistersofEducationmeetingwithin .
theCouncilon9February1916comprisinganactionprogrammein.thefieldofeducation(O.J.C38of19*2.1976);inparticular ,paragraphs
IV20-21oftheResolutionwhichread:. „
*20.Theachievement ofequalopportunityforfreeaccess .
toallformsofeducationisanessential'aimofthe
|educationpoliciesofalltheHeinborStatesandits
importance -sr.ustbest-rensed .inconjunction withother
economicandsocialpolicies,inordertoachieve
1equalityofopportunityinsociety.
•21*InadditiontotheactiontakenineachMemberState,
anexchangeofviewsand.experienceonconceptsand
trendswillbeorganizedatCommunitylevelinorder
toidentifyspecificareasin\vhichjointaction
mightbeundertaken..Thisexchangeofview3will
focusinitiallyorithefollowingquestions:
a).......
b)theorganizatioiiofcompulsorysecondaryeducation
-'insuchaway;astogiveallchildrentheopportunity
■todeveloptheirfullpotential.''-- r* •

V-2-
4.Objectiver }oftheaction -
4.1 .General objectives •
Promote equal opportunities forfree access toallfarms
ofeducation andfacilitate theorganisation ofcompulsory
secondary education insuch awayastogive allchildren ,
andospecially girls ,theopportunity todevelop their
full potential . . .
4.2 .Snecific objectives
a)Contribute toanexchange ofviews andexperience on
-concepts and trends inthis field ;
"b)Prepare ,onthebasis ofamore precise political
mandate ,proposals for joint action .
5.Financial nrmlicntiono ' . *
5«0 .Implications for expenditure
None over andabove what hasalready been envisaged inthe
corresponding chapter ofthedraft "budget for 1979 *
5.1 .Implications for resources
Not applicable .
6.Financing '
6.0 .–6.2 .Financing possible bymeans ofappropriations referred
tointherelevent chapter of-thedraft budget for
. .1979 (50,000EUAmaximum ).
6.3 ".Appropriations tobeentered infuture budgets :none onthe
"basis ofthe present communication .
7.Supy-)lor,oni.?.ry information concerning staff necessary forthe
i^pl^'^taxion ofthe action
,Notapplicable since itisjaquestion ofapreparatory action during
/the1979 financial year . .. -