A/HRC/44/51/Add.1 identity is included as one subject choice for the thematic week conducted in every school once per year. However, in the thematic week, gender equality and gender identity is one choice among many, and although there are no data, the Working Group was told by interlocutors that it was a theme that was not often selected. In addition, there appears to be a gap in the teaching of comprehensive sexuality education. 42. On the effectiveness of school-based education to combat gender stereotypes, the Working Group learned from one interlocutor that “gender equality education is sporadic, not consistent, not developed and not really part of young people’s lives”. Given that prevailing narrative, it would be valuable for the Government to evaluate the effectiveness of the current curriculum with a view to strengthening it so that it is delivered in a systematic manner. 43. Promising practices observed in other countries include a whole-school approach, in which gender equality is embedded into the main curriculum, throughout all subjects. Gender equality is prioritized as a core value of the educational institution, and guidance is provided to teachers on the mandatory teaching of gender equality issues. The objectives of the coursework are to present a realistic picture of the status of women and men in society, demonstrate that gender stereotypes are damaging to everyone, help children to critically analyse cultural gender constructs, foster positive norms of respectful and equal relationships and, importantly, raise awareness of and encourage action on promoting women’s rights. Gender equality education, as a part of human rights education, is indispensable for shifting problematic gender stereotypes, which hold back both women and men, and also for addressing the problem of gender-based violence, including harassment and sexual harassment. 2. Media 44. In 2016, the Ministry of Digital Policy, Telecommunications and Information concluded a memorandum of cooperation with the General Secretariat for Gender Equality to identify and eliminate gender stereotypes in the media. In a study consisting of the review of 1,500 print articles, some 31 per cent were identified to have reproduced gender stereotypes. In only 9.5 per cent of all articles considered were women presented as experts.33 Recognizing that problem, the new law on substantive gender equality (Law No. 4604/2019) requires mass media (print, electronic and advertising media) to promote gender equality by not reinforcing harmful gender stereotypes. That requirement is implemented through the codes of conduct and self-regulation mechanisms for public communications entities, and data will be collected by the General Secretariat. The experts welcome that positive development, given the prevalence of gender stereotyping in the media and the influential role of the media. The National Council for Radio and Television plays an important role in issuing guidelines, including on eliminating gender stereotypes and monitoring compliance. To be truly effective, the Council should undertake proactive measures and be adequately resourced. V. Political and public life A. Underrepresentation of women in political and public life: political participation and representation in public institutions 45. The participation of women in political life in Greece lags behind at every level – local, regional, national and European. Although there has been gradual progress over the years, change has been too slow. At the national level, since the first women entered the Hellenic Parliament in 1952, when women in Greece obtained the right to vote and to stand for election, the representation of women has increased gradually over the past decades, but it remains low. 46. At the time of the visit, with 18.7 per cent women parliamentarians, Greece ranked 112 of 191 countries considered globally, and was ranked among the lowest of all European 33 Information received from the Government. 11