A/HRC/44/51/Add.1 it perpetuates gender stereotypes, given that men are not encouraged to participate in such care work. 3. Sexual harassment in the workplace 35. Sexual harassment in the workplace is prohibited by law, but there is no nationallevel data collected about its prevalence. In its concluding observations on the seventh periodic report of Greece, the Committee on the Elimination of Discrimination against Women expressed concern with regard to the absence of statistical data disaggregated by sex on complaints related to gender-based discrimination and sexual harassment at the workplace.30 The Working Group echoes that concern. 36. According to the Office of the Ombudsman, the number of cases of sexual harassment that occur in the workplace is much higher than the number of complaints submitted to the Office. Individuals are fearful to report such behaviour, because they fear reprisals, stigmatization, losing their jobs or facing judicial counter measures. 31 The Working Group heard from an interlocutor that: “Due to the financial crisis, acceptance of sexual harassment has increased. The women need to keep their jobs.” 37. Stronger regulatory measures and accountability mechanisms in the public and private sectors are essential to making progressive change. B. Education and the media hold the potential to shift gender stereotypes 1. Education 38. The experts of the Working Group were pleased to note the high level of educational attainment for girls at all levels, with 53.2 per cent of those finishing secondary education being women and 52.7 per cent of graduates from university being women, according to data from the General Secretariat for Gender Equality. Women dominate in the arts and humanities and health-related subjects and are also in the majority in subjects relating to business and law. They are in the minority, however, in subjects relating to science and engineering, signalling that more attention is needed in those areas.32 39. Achievement among women in education does not, however, translate into their progression in the economic sphere or ensure their career advancement. Even in educational institutions, women hold a lower percentage of senior leadership roles. For example, whereas women make up two thirds of educational personnel in public high schools, they hold only 40 per cent of director-level positions, although that has been improving over time. 40. In addition to enabling women and girls to achieve their potential, education can be a key medium for shifting rigid gender norms and stereotypes. Education on gender equality and gender norms begins in the family and continues at school, in the workplace and within society at large. Many interlocutors considered that an increased focus on gender equality in education would be a significant preventative measure to address the deeply held gender stereotypes that were inhibiting the ability of women to fully enjoy their rights. 41. In relation to gender equality education in the school curriculum, the Working Group was pleased to learn from the Ministry of Education that there were three streams of gender equality, sexual orientation and gender identity content within the school curriculum, however, other interlocutors described the content as limited in scope and, on occasion, implemented piecemeal. Gender equality content is included in the “democratic citizenship” subjects, which are mainstreamed throughout the school curriculum, there is a small amount of gender equality content built into religious instruction, which involves asking students to reflect on the place of women in religion, and gender equality and gender 30 31 32 10 CEDAW/C/GRC/CO/7, para. 28. Ombudsman of Greece, “Equal treatment 2017”, p. 36. See, for example, Ministry of the Interior, General Secretariat for Gender Equality, “E-bulletin No. 9 on girls and education”. Available at www.isotita.gr/wp-content/uploads/2017/07/observatory-9th-ebulletin-girls-education.pdf.