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Gender mainstreaming

  • What is Gender mainstreaming
    • Policy cycle
  • Institutions and structures
    • European Union
    • EU Member States
    • Stakeholders
    • International organizations
  • Policy areas
    • Agriculture and rural development
      • Policy cycle
    • Culture
      • Policy cycle
    • Digital agenda
      • Policy cycle
    • Economic and financial affairs
      • Economic Benefits of Gender Equality in the EU
      • Policy cycle
    • Education
      • Policy cycle
    • Employment
      • Policy cycle
      • Structures
    • Energy
      • Policy cycle
    • Entrepreneurship
      • Policy cycle
    • Environment and climate change
      • Policy cycle
    • Health
      • Policy cycle
    • Justice
      • Policy cycle
    • Maritime affairs and fisheries
      • Policy cycle
    • Migration
      • Policy cycle
    • Poverty
      • Policy cycle
    • Regional policy
      • Policy cycle
    • Research
      • Policy cycle
    • Security
      • Policy cycle
    • Sport
      • Policy cycle
    • Tourism
      • Policy cycle
    • Transport
      • Policy cycle
    • Youth
      • Policy cycle
  • Toolkits
    • Gender Equality Training
      • Back to toolkit page
      • What is Gender Equality Training
      • Why invest in Gender Equality Training
      • Who should use Gender Equality Training
      • Step-by-step guide to Gender Equality Training
        • Preparation phase
          • 1. Assess the needs
          • 2. Integrate initiatives to broader strategy
          • 3. Ensure sufficient resources
          • 4. Write good terms of reference
          • 5. Select a trainer
        • Implementation phase
          • 6. Engage in the needs assessment
          • 7. Actively participate in the initiative
          • 8. Invite others to join in
          • 9. Monitoring framework and procedures
        • Evaluation and follow-up phase
          • 10. Set up an evaluation framework
          • 11. Assess long-term impacts
          • 12. Give space and support others
      • Designing effective Gender Equality Training
      • Gender Equality Training in the EU
      • Good Practices on Gender Equality Training
      • More resources on Gender Equality Training
      • More on EIGE's work on Gender Equality Training
    • Gender Impact Assessment
      • Back to toolkit page
      • What is Gender Impact Assessment
      • Why use Gender Impact Assessment
      • Who should use Gender Impact Assessment
      • When to use Gender Impact Assessment
      • Guide to Gender Impact Assessment
        • Step 1: Definition of policy purpose
        • Step 2: Checking gender relevance
        • Step 3: Gender-sensitive analysis
        • Step 4: Weighing gender impact
        • Step 5: Findings and proposals for improvement
      • Following up on gender impact assessment
      • General considerations
      • Examples from the EU
        • European Union
          • European Commission
        • National level
          • Austria
          • Belgium
          • Denmark
          • Finland
          • Sweden
        • Regional level
          • Basque country
          • Catalonia
        • Local level
          • Lower Saxony
          • Swedish municipalities
    • Institutional Transformation
      • Back to toolkit page
      • What is Institutional Transformation
        • Institutional transformation and gender: Key points
        • Gender organisations
        • Types of institutions
        • Gender mainstreaming and institutional transformation
        • Dimensions of gender mainstreaming in institutions: The SPO model
      • Why focus on Institutional Transformation
        • Motivation model
      • Who the guide is for
      • Guide to Institutional Transformation
        • Preparation phase
          • 1. Creating accountability and strengthening commitment
          • 2. Allocating resources
          • 3. Conducting an organisational analysis
          • 4. Developing a strategy and work plan
        • Implementation phase
          • 5. Establishing a support structure
          • 6. Setting gender equality objectives
          • 7. Communicating gender mainstreaming
          • 8. Introducing gender mainstreaming
          • 9. Developing gender equality competence
          • 10. Establishing a gender information management system
          • 11. Launching gender equality action plans
          • 12. Promotional equal opportunities
        • Evaluation and follow-up phase
          • 13. Monitoring and steering organisational change
      • Dealing with resistance
        • Discourse level
        • Individual level
        • Organisational level
        • Statements and reactions
      • Checklist: Key questions for change
      • Examples from the EU
        • Preparation phase
          • 1. Strengthening accountability
          • 2. Allocating resources
          • 3. Organisational analysis
          • 4. Developing a strategy and working plan
        • Implementation phase
          • 5. Establishing a support structure
          • 6. Setting objectives
          • 7. Communicating gender mainstreaming
          • 8. Introducing methods and tools
          • 9. Developing Competence
          • 10. Establishing a gender information management system
          • 11. Launching action plans
          • 12. Promoting within an organisation
        • Evaluation and follow-up phase
          • 13. Monitoring and evaluating
    • Gender Equality in Academia and Research
      • Back to toolkit page
      • WHAT
        • What is a Gender Equality Plan?
        • Terms and definitions
        • Which stakeholders need to be engaged into a GEP
        • About the Gear Tool
      • WHY
        • Horizon Europe GEP criterion
        • Gender Equality in Research and Innovation
        • Why change must be structural
        • Rationale for gender equality change in research and innovation
      • HOW
        • GEAR step-by-step guide for research organisations, universities and public bodies
          • Step 1: Getting started
          • Step 2: Analysing and assessing the state-of-play in the institution
          • Step 3: Setting up a Gender Equality Plan
          • Step 4: Implementing a Gender Equality Plan
          • Step 5: Monitoring progress and evaluating a Gender Equality Plan
          • Step 6: What comes after the Gender Equality Plan?
        • GEAR step-by-step guide for research funding bodies
          • Step 1: Getting started
          • Step 2: Analysing and assessing the state-of-play in the institution
          • Step 3: Setting up a Gender Equality Plan
          • Step 4: Implementing a Gender Equality Plan
          • Step 5: Monitoring progress and evaluating a Gender Equality Plan
          • Step 6: What comes after the Gender Equality Plan?
        • GEAR action toolbox
          • Work-life balance and organisational culture
          • Gender balance in leadership and decision making
          • Gender equality in recruitment and career progression
          • Integration of the sex/gender dimension into research and teaching content
          • Measures against gender-based violence including sexual harassment
          • Measures mitigating the effect of COVID-19
          • Data collection and monitoring
          • Training: awareness-raising and capacity building
          • GEP development and implementation
          • Gender-sensitive research funding procedures
        • Success factors for GEP development and implementation
        • Challenges & resistance
      • WHERE
        • Austria
        • Belgium
        • Bulgaria
        • Croatia
        • Cyprus
        • Czechia
        • Denmark
        • Estonia
        • Finland
        • France
        • Germany
        • Greece
        • Hungary
        • Ireland
        • Italy
        • Latvia
        • Lithuania
        • Luxembourg
        • Malta
        • Netherlands
        • Poland
        • Portugal
        • Romania
        • Slovakia
        • Slovenia
        • Spain
        • Sweden
        • United Kingdom
    • Gender-sensitive Parliaments
      • Back to toolkit page
      • What is the tool for?
      • Who is the tool for?
      • How to use the tool
      • Self-assessment, scoring and interpretation of parliament gender-sensitivity
        • AREA 1 – Women and men have equal opportunities to ENTER the parliament
          • Domain 1 – Electoral system and gender quotas
          • Domain 2 - Political party/group procedures
          • Domain 3 – Recruitment of parliamentary employees
        • AREA 2 – Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
          • Domain 1 – Parliamentarians’ presence and capacity in a parliament
          • Domain 2 – Structure and organisation
          • Domain 3 – Staff organisation and procedures
        • AREA 3 – Women’s interests and concerns have adequate SPACE on parliamentary agenda
          • Domain 1 – Gender mainstreaming structures
          • Domain 2 – Gender mainstreaming tools in parliamentary work
          • Domain 3 – Gender mainstreaming tools for staff
        • AREA 4 – The parliament produces gender-sensitive LEGISLATION
          • Domain 1 – Gender equality laws and policies
          • Domain 2 – Gender mainstreaming in laws
          • Domain 3 – Oversight of gender equality
        • AREA 5 – The parliament complies with its SYMBOLIC function
          • Domain 1 – Symbolic meanings of spaces
          • Domain 2 – Gender equality in external communication and representation
      • How gender-sensitive are parliaments in the EU?
      • Examples of gender-sensitive practices in parliaments
        • Women and men have equal opportunities to ENTER the parliament
        • Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
        • Women’s interests and concerns have adequate SPACE on parliamentary agenda
        • The parliament produces gender-sensitive LEGISLATION
        • The parliament complies with its SYMBOLIC function
      • Glossary of terms
      • References and resources
    • Gender Budgeting
      • Back to toolkit page
      • À qui s’adresse cette boîte à outils?
      • Pourquoi la budgétisation sensible au genre des Fonds de l’UE relevant de la gestion partagée est-elle importante?
        • Trois raisons pour lesquelles la budgétisation sensible au genre est essentielle dans les Fonds de l’UE
      • Qu’est-ce que la budgétisation sensible au genre?
        • Présentation de la budgétisation sensible au genre
        • En quoi la budgétisation sensible au genre est-elle liée aux réalités vécues par les femmes et les hommes?
        • En quoi consiste la budgétisation sensible au genre dans la pratique
        • Budgétisation sensible au genre des Fonds de l’UE
          • La budgétisation sensible au genre comme moyen de se conformer aux exigences juridiques de l’UE
          • La budgétisation sensible au genre comme moyen de promouvoir la responsabilité et la transparence dans la planification et la gestion des finances publiques
          • La budgétisation sensible au genre comme moyen d’accroître la participation des femmes et des hommes aux processus budgétaires
          • La budgétisation sensible au genre comme moyen de favoriser l’égalité de genre pour les femmes et les hommes dans toute leur diversité
      • Comment pouvons-nous appliquer la budgétisation sensible au genre des Fonds de l’UE relevant de la gestion partagée? Outils pratiques et exemples des États membres
        • Outil 1 — Relier les Fonds de l’UE au cadre réglementaire de l’UE en matière d’égalité de genre
          • Base législative et réglementaire des politiques de l’UE en matière d’égalité de genre
          • Exigences concrètes pour la prise en considération de l’égalité de genre dans les Fonds de l’UE
          • Conditions favorisantes des Fonds de l’UE
          • Autres ressources
        • Outil 2 — Analyser les inégalités de genre et les besoins liés au genre aux niveaux national et infranational
          • Étapes concernant l’évaluation et l’analyse des inégalités de genre et les besoins liés au genre
          • Étape 1 — Recueillir des informations et des données ventilées sur le groupe cible
          • Étape 2 — Recenser les inégalités de genre existantes et leurs causes sous-jacentes
          • Étape 3 — Consulter directement les groupes cibles
          • Étape 4 — Tirer des conclusions
          • Autres ressources
        • Outil 3 — Mettre en œuvre l’égalité de genre dans les objectifs politiques (dans les accords de partenariat) et les objectifs/mesures spécifiques (dans les programmes opérationnels)
          • Étapes de la mise en œuvre opérationnelle de l’égalité de genre dans les accords de partenariat et les programmes opérationnels
          • Orientations générales sur la mise en œuvre de l’égalité de genre lors de l’élaboration d’objectifs stratégiques, d’objectifs spécifiques et de mesures
          • Liste de contrôle pour la mise en pratique du principe horizontal de l’égalité de genre dans les accords de partenariat
          • Liste de contrôle pour la mise en pratique du principe horizontal de l’égalité de genre dans les programmes opérationnels
          • Exemples d’intégration de l’égalité de genre en tant que principe horizontal dans les objectifs stratégiques et les objectifs spécifiques
        • Outil 4 — Coordination et complémentarités entre les Fonds de l’UE pour favoriser l’équilibre entre vie professionnelle et vie privée
          • Étapes à suivre pour améliorer la coordination et la complémentarité entre les Fonds
          • Étape 1 — Alignement sur les objectifs de l’engagement stratégique pour l’égalité de genre
          • Étapes 2 et 3 — Recenser et élaborer d’éventuelles interventions en faveur de l’équilibre entre vie professionnelle et vie privée
          • Étape 4 — Suivi à l’aide d’indicateurs au sein des systèmes de suivi et d’évaluation
          • Étude de cas fictive 1 — Concilier travail rémunéré et garde d’enfants
          • Étude de cas fictive 2 — Concilier travail posté et garde d’enfants
          • Étude de cas fictive 3 — Équilibrer les soins pour soi-même et pour les autres
          • Étude de cas fictive 4 — Concilier la garde des enfants et des personnes âgées avec le travail posté
          • Autres ressources
        • Outil 5 — Définir les partenariats et la gouvernance à plusieurs niveaux — Identifier les partenaires pertinents, le rôle des experts sur les questions de genre et la composition des comités de suivi
          • Étapes pour la définition des partenariats et de la gouvernance à plusieurs niveaux
          • Autres ressources
        • Outil 6 — Élaborer des indicateurs quantitatifs et qualitatifs pour faire progresser l’égalité de genre
          • Étapes pour l’élaboration d’indicateurs quantitatifs et qualitatifs
          • FEDER et Fonds de cohésion (mêmes indicateurs communs)
          • Fonds social européen plus
          • Fonds européen pour les affaires maritimes et la pêche
          • Autres ressources
        • Outil 7 — Définir des critères de sélection de projets sensibles au genre
          • Étapes à suivre pour favoriser l’élaboration et la sélection de projets sensibles à la dimension de genre
          • Liste de contrôle pour guider la préparation des appels à propositions de projets
          • Liste de contrôle pour les critères de sélection des projets
          • Outil complémentaire 7.a — Conventions tenant compte de la dimension de genre avec les personnes responsables de l’exécution des projets
        • Outil 8 — Contrôler les allocations de ressources en faveur de l’égalité de genre dans les Fonds de l’UE
          • Ensuring gender relevance in EU Funds
          • The tracking system
          • Steps for tracking resource allocations on gender equality
          • Step 1: Ex ante approach
          • Step 2: Ex post approach
          • Examples of Step 2a
          • Annex 1: Ex ante assignment of intervention fields to the gender equality dimension codes
          • Annex 2: The EU’s gender equality legal and policy framework
        • Outil 9 — Intégrer l’égalité de genre dans la conception des projets
          • Étapes pour intégrer l’égalité de genre dans la conception des projets
          • Étape 1 — Alignement sur les objectifs et indicateurs en matière de genre des accords de partenariat et des programmes opérationnels
          • Étape 2 — Élaboration et demande de projet
          • Étape 3 — Mise en œuvre du projet
          • Étape 4 — Évaluation du projet
        • Outil 10 — Intégrer une perspective de genre dans les processus de suivi et d’évaluation
          • Étapes pour intégrer une perspective de genre dans les processus de S & E
          • Autres ressources
        • Outil 11 — Rendre compte des dépenses de ressources en faveur de l’égalité de genre dans les Fonds de l’UE
          • Suivi des dépenses pour l’égalité de genre
          • Autres ressources
      • Ressources
        • Références
        • Abréviations
        • Remerciements
    • Gender-responsive Public Procurement
      • Back to toolkit page
      • Who is this toolkit for?
        • Guiding you through the toolkit
      • What is gender-responsive public procurement?
        • How is gender-responsive public procurement linked to gender equality?
        • How is gender-responsive public procurement linked to gender budgeting?
      • Why is gender-responsive public procurement important?
        • Five reasons why gender-responsive public procurement
        • Why was this toolkit produced
      • Gender-responsive public procurement in practice
        • Legal framework cross-references gender equality and public procurement
        • Public procurement strategies cover GRPP
        • Gender equality action plans or strategies mention public procurement
        • Capacity-building programmes, support structures
        • Regular collaboration between gender equality bodies
        • Effective monitoring and reporting systems on the use of GRPP
        • Tool 1:Self-assessment questionnaire about the legal
        • Tool 2: Overview of the legislative, regulatory and policy frameworks
      • How to include gender aspects in tendering procedures
        • Pre-procurement stage
          • Needs assessment
          • Tool 3: Decision tree to assess the gender relevance
          • Preliminary market consultation
          • Tool 4: Guiding questions for needs assessment
          • Defining the subject matter of the contract
          • Choosing the procedure
          • Tool 5: Decision tree for the choice of procedure for GRPP
          • Dividing the contract into lots
          • Tool 6: Guiding questions for dividing contracts into lots for GRPP
          • Light regime for social, health and other specific services
          • Tool 7: Guiding questions for applying GRPP under the light regime
          • Tool 8: Guiding questions for applying GRPP under the light regime
          • Reserved contracts
          • Preparing tender documents
        • Procurement stage
          • Exclusion grounds
          • Selection criteria
          • Technical specifications
          • Tool 9: Decision tree for setting GRPP selection criteria
          • Award criteria
          • Tool 10: Formulating GRPP award criteria
          • Tool 11: Bidders’ concepts to ensure the integration of gender aspects
          • Use of labels/certifications
        • Post-procurement stage
          • Tool 12: Checklist for including GRPP contract performance conditions
          • Subcontracting
          • Monitoring
          • Reporting
          • Tool 13: Template for a GRPP monitoring and reporting plan
      • References
      • Additional resources
  • Methods and tools
    • Browse
    • About EIGE's methods and tools
    • Gender analysis
    • Gender audit
    • Gender awareness-raising
    • Gender budgeting
    • Gender impact assessment
    • Gender equality training
    • Gender evaluation
    • Gender statistics and indicators
    • Gender monitoring
    • Gender planning
    • Gender-responsive public procurement
    • Gender stakeholder consultation
    • Sex-disaggregated data
    • Institutional transformation
    • Examples of methods and tools
    • Resources
  • Good practices
    • Browse
    • About good practices
    • EIGE’s approach to good practices
  • Country specific information
    • Belgium
      • Overview
      • Browse all Belgium content
    • Bulgaria
      • Overview
      • Browse all Bulgaria content
    • Czechia
      • Overview
      • Browse all Czechia content
    • Denmark
      • Overview
      • Browse all Denmark content
    • Germany
      • Overview
      • Browse all Germany content
    • Estonia
      • Overview
      • Browse all Estonia content
    • Ireland
      • Overview
      • Browse all Ireland content
    • Greece
      • Overview
      • Browse all Greece content
    • Spain
      • Overview
      • Browse all Spain content
    • France
      • Overview
      • Browse all France content
    • Croatia
      • Overview
      • Browse all Croatia content
    • Italy
      • Overview
      • Browse all Italy content
    • Cyprus
      • Overview
      • Browse all Cyprus content
    • Latvia
      • Overview
      • Browse all Latvia content
    • Lithuania
      • Overview
      • Browse all Lithuania content
    • Luxembourg
      • Overview
      • Browse all Luxembourg content
    • Hungary
      • Overview
      • Browse all Hungary content
    • Malta
      • Overview
      • Browse all Malta content
    • Netherlands
      • Overview
      • Browse all Netherlands content
    • Austria
      • Overview
      • Browse all Austria content
    • Poland
      • Overview
      • Browse all Poland content
    • Portugal
      • Overview
      • Browse all Portugal content
    • Romania
      • Overview
      • Browse all Romania content
    • Slovenia
      • Overview
      • Browse all Slovenia content
    • Slovakia
      • Overview
      • Browse all Slovakia content
    • Finland
      • Overview
      • Browse all Finland content
    • Sweden
      • Overview
      • Browse all Sweden content
    • United Kingdom
      • Overview
  • EIGE’s publications on Gender mainstreaming
  • Concepts and definitions
  • Power Up conference 2019
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  • Menu
  • Gender mainstreaming
    • What is Gender mainstreaming
      • Policy cycle
    • Institutions and structures
      • European Union
      • EU Member States
      • Stakeholders
      • International organizations
    • Policy areas
      • Agriculture and rural development
        • Policy cycle
      • Culture
        • Policy cycle
      • Digital agenda
        • Policy cycle
      • Economic and financial affairs
        • Economic Benefits of Gender Equality in the EU
        • Policy cycle
      • Education
        • Policy cycle
      • Employment
        • Policy cycle
        • Structures
      • Energy
        • Policy cycle
      • Entrepreneurship
        • Policy cycle
      • Environment and climate change
        • Policy cycle
      • Health
        • Policy cycle
      • Justice
        • Policy cycle
      • Maritime affairs and fisheries
        • Policy cycle
      • Migration
        • Policy cycle
      • Poverty
        • Policy cycle
      • Regional policy
        • Policy cycle
      • Research
        • Policy cycle
      • Security
        • Policy cycle
      • Sport
        • Policy cycle
      • Tourism
        • Policy cycle
      • Transport
        • Policy cycle
      • Youth
        • Policy cycle
    • Toolkits
      • Gender Equality Training
        • Back to toolkit page
        • What is Gender Equality Training
        • Why invest in Gender Equality Training
        • Who should use Gender Equality Training
        • Step-by-step guide to Gender Equality Training
            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
            • 3. Ensure sufficient resources
            • 4. Write good terms of reference
            • 5. Select a trainer
            • 6. Engage in the needs assessment
            • 7. Actively participate in the initiative
            • 8. Invite others to join in
            • 9. Monitoring framework and procedures
            • 10. Set up an evaluation framework
            • 11. Assess long-term impacts
            • 12. Give space and support others
        • Designing effective Gender Equality Training
        • Gender Equality Training in the EU
        • Good Practices on Gender Equality Training
        • More resources on Gender Equality Training
        • More on EIGE's work on Gender Equality Training
      • Gender Impact Assessment
        • Back to toolkit page
        • What is Gender Impact Assessment
        • Why use Gender Impact Assessment
        • Who should use Gender Impact Assessment
        • When to use Gender Impact Assessment
        • Guide to Gender Impact Assessment
          • Step 1: Definition of policy purpose
          • Step 2: Checking gender relevance
          • Step 3: Gender-sensitive analysis
          • Step 4: Weighing gender impact
          • Step 5: Findings and proposals for improvement
        • Following up on gender impact assessment
        • General considerations
        • Examples from the EU
            • European Commission
            • Austria
            • Belgium
            • Denmark
            • Finland
            • Sweden
            • Basque country
            • Catalonia
            • Lower Saxony
            • Swedish municipalities
      • Institutional Transformation
        • Back to toolkit page
        • What is Institutional Transformation
          • Institutional transformation and gender: Key points
          • Gender organisations
          • Types of institutions
          • Gender mainstreaming and institutional transformation
          • Dimensions of gender mainstreaming in institutions: The SPO model
        • Why focus on Institutional Transformation
          • Motivation model
        • Who the guide is for
        • Guide to Institutional Transformation
            • 1. Creating accountability and strengthening commitment
            • 2. Allocating resources
            • 3. Conducting an organisational analysis
            • 4. Developing a strategy and work plan
            • 5. Establishing a support structure
            • 6. Setting gender equality objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing gender mainstreaming
            • 9. Developing gender equality competence
            • 10. Establishing a gender information management system
            • 11. Launching gender equality action plans
            • 12. Promotional equal opportunities
            • 13. Monitoring and steering organisational change
        • Dealing with resistance
          • Discourse level
          • Individual level
          • Organisational level
          • Statements and reactions
        • Checklist: Key questions for change
        • Examples from the EU
            • 1. Strengthening accountability
            • 2. Allocating resources
            • 3. Organisational analysis
            • 4. Developing a strategy and working plan
            • 5. Establishing a support structure
            • 6. Setting objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing methods and tools
            • 9. Developing Competence
            • 10. Establishing a gender information management system
            • 11. Launching action plans
            • 12. Promoting within an organisation
            • 13. Monitoring and evaluating
      • Gender Equality in Academia and Research
        • Back to toolkit page
        • WHAT
          • What is a Gender Equality Plan?
          • Terms and definitions
          • Which stakeholders need to be engaged into a GEP
          • About the Gear Tool
        • WHY
          • Horizon Europe GEP criterion
          • Gender Equality in Research and Innovation
          • Why change must be structural
          • Rationale for gender equality change in research and innovation
          • GEAR step-by-step guide for research organisations, universities and public bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR step-by-step guide for research funding bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR action toolbox
            • Work-life balance and organisational culture
            • Gender balance in leadership and decision making
            • Gender equality in recruitment and career progression
            • Integration of the sex/gender dimension into research and teaching content
            • Measures against gender-based violence including sexual harassment
            • Measures mitigating the effect of COVID-19
            • Data collection and monitoring
            • Training: awareness-raising and capacity building
            • GEP development and implementation
            • Gender-sensitive research funding procedures
          • Success factors for GEP development and implementation
          • Challenges & resistance
        • WHERE
          • Austria
          • Belgium
          • Bulgaria
          • Croatia
          • Cyprus
          • Czechia
          • Denmark
          • Estonia
          • Finland
          • France
          • Germany
          • Greece
          • Hungary
          • Ireland
          • Italy
          • Latvia
          • Lithuania
          • Luxembourg
          • Malta
          • Netherlands
          • Poland
          • Portugal
          • Romania
          • Slovakia
          • Slovenia
          • Spain
          • Sweden
          • United Kingdom
      • Gender-sensitive Parliaments
        • Back to toolkit page
        • What is the tool for?
        • Who is the tool for?
        • How to use the tool
        • Self-assessment, scoring and interpretation of parliament gender-sensitivity
          • AREA 1 – Women and men have equal opportunities to ENTER the parliament
            • Domain 1 – Electoral system and gender quotas
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MOBI Mobile Drop-in Center for Migrants

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Good practice
Country: Germany
Section:
Women and Poverty
Topics:
Poverty
Period:
2012-present (EU funded from January 2016 until the end of 2018)
Publication date:
17 October 2016
Moving forward with MOBI (Germany)

Summary

The project is a mobile drop-in centre for newly arrived South Eastern European and Roma migrant families. It offers counselling and information services in the areas of education, health, language class access, employment and living situations. It provides street work services in deprived areas within Berlin´s districts. Some of the project workers canvass social hot spots in search of those in need, following requests of the municipal district offices, neighbours or landlords. Three days a week there are open walk-in office hours. The project cooperates with Berlin social services offices, such as social services for youth, the children’s health department, the school department, schools and centres for sexual health. The project also cooperates with neighbourhood centres, counselling institutions and language schools.

In 2015, the project served around 500 families with about 3,300 activities in counselling and services. The institutional framework for gender equality within the project first concentrates on supporting families to secure the essentials. This inevitably, in a context of gender inequality, draws the focus to women. Women participants are often mothers with two to six children. The project workers assist them to find childcare and school places for their children. This makes it possible for the women to secure the time they need to learn German and eventually to learn skills needed for an occupation

The project was first headed by Amaro Foro, a Roma not-for-profit organisation in cooperation with the South East European Culture Association, a not-for-profit cultural and community centre. Since 2015, it has been directed by the Caritas Catholic Charities. As of January 2016 to the end of 2018 it is EU funded.

Poverty and homelessness among Roma in Berlin: Integration is needed immediately

The European Commission adopted the Communication on an EU Framework for National Roma Integration Strategies in 2011 to encourage Member States to develop national strategies with specific policies and measures to secure Roman integration. With the Plan for Action, Berlin was one of the first Lands in Germany to implement this EU Framework. The Plan for Action aims to support community building within the Roma population and to sensitise the general public to antiziganism (discrimination against the Roma people). Community projects, which were already in place in Berlin, were financially and institutionally built up and reinforced.

Roma people have been one of the largest groups settling in Berlin. Difficulties in their integration have become evident in the high numbers experiencing poverty and homelessness. Homelessness is particularly difficult in Germany because most social services are provided on the basis of having a residential address. Roma people cannot receive the support they need if they do not have housing. Roma women face extreme deprivation in terms of poverty and gender inequality, both within their community and in the community at large. This means that their needs for resources are high and required over a long time period. Changes in gender equality take time because social exclusion and discrimination have to be addressed at many levels.

Taking action on a multitude of issues

The project “Mobile Drop-in Centre for Migrants from South East Europe and Roma” (MOBI) was first run by the Roma organisation Amaro Foro and the South East European Cultural Association and funded by the Berlin Land. In 2015, the project was funded 100% by Berlin Land and run by the Caritas Catholic Charities. As of January 2016 to the end of 2018 it is EU funded. As the project has grown and developed, it has enjoyed support from a range of not-for-profit associations. It has built up a good working relationship with the local municipal offices.

The MOBI project is a mobile drop-in project for newly arrived migrants, particularly from Romania and Bulgaria. It assists them to orient themselves in Berlin. The project emphasises self-help, anti-discrimination, education on rights, intercultural dialogue and acceptance, as well as basic language and individual problem-solving skills. Project workers are well-trained in intercultural dialogue, and the Romanian and Bulgarian languages.

The project workers offer counselling and support in relation to diverse problems. They assist in resolving situations of friction. In this, there is a particular focus on resolving housing difficulties. The project compliments the measures in the Plan for Action of the Berlin Land which concentrate more on language and cultural development for people who have been settled in Germany for longer.

The beneficiaries often come from very difficult situations. They grapple with issues such as poverty, multiple discrimination, problems of access to health care or housing, loss of child support and domestic exploitation and violence. MOBI supports them in securing a living, obtaining healthcare insurance, dealing with debt, finding employment and educational opportunities, as well as learning about green cards and family law. The project focuses first on families and, using a gender lens, has a particular commitment to addressing the needs of Roma women.

First the essentials. Then, planning for the future is possible

The institutional framework for gender equality within the project first concentrates on the essentials. It seeks to support families experiencing poverty in their struggle to obtain basic essentials. This starting point inevitably, in a context of gender inequality, draws the focus to Roma women. Women participants on the MOBI programme are often mothers with two to six children, struggling to meet the basic needs of their families. Their lives are particularly difficult because they are completely taken up with this struggle as well as carrying out familial responsibilities in the most difficult circumstances.

The women among beneficiaries have a cultural background with a strong tradition, which gives great value to extended families. This limits the space women have to think about themselves as individual women as well with the emphasis placed on their roles as mothers and wives. They rarely have free time from their children. Education is not seen as a possible priority. The project has a multiplier-effect on women and enables them to address these issues.

The project workers assist these women to find childcare and school places for their children. This makes it possible for the women to secure the time they need to learn German and eventually to learn skills needed for an occupation. Once the essentials are met, the women are freer to reflect on their own needs and their own situation of gender inequality and to identify and seek the supports they themselves require.

A significant and particular problem for Roma women has been access to health insurance which is at issue when giving birth. The women face problems when German hospitals do not accept their foreign health insurance due to the difficulties in receiving reimbursement. As a result, they were being charged high private-rate medical bills that they could not afford. This was having a significantly negative impact. MOBI’s advocacy and counselling has supported Roma women in navigating the German health care system. Counselling has helped the women find the resources they need in these difficult situations.

The project fosters independence for Roma women by improving their access to education, housing, health insurance, financial security and support for basic rights. It facilitates the reconciliation of work and family by supporting families in the search for public, affordable and quality childcare and schools for their children. The project supports women in taking an active role in decision-making and when necessary, counsellors address issues around violence against women.

Women who are in the programme over a longer time often deepen a desire for more education. They also express their wish for their children to do better than they have done, realising that low levels of education, for example, the inability to read or write, has inhibited their advancement. They can begin to re-think cultural gender-roles. This is a process that takes time and needs support.

Over 500 families assisted in 2015

The MOBI project has developed in recent years from a grass roots movement to help newly arrived Roma families in Berlin to become an established and organised EU funded program with more developed structures. The project is an integral part of the larger Berlin framework that facilitates the integration of Roma migrants. It has integrated various counselling supports and connected Berlin municipality responsibilities together to better address poverty issues. There has been more dialogue between the separate entities of the sections of Berlin government to better assist these migrant families. This has been a slow process of rights advocacy and integration of support for families who have very basic needs.

The project has become well-known in the community, so that the project is often an initial orientation point for migrant families. Over 500 families were assisted in 2015, mostly families with children. This involved about 3,300 activities in counselling and services.

The core achievement in terms of gender equality has been the provision of support for Roma women who have recently arrived in Berlin. The support has been in the form of information about housing, health, education, visas and family law. Project workers have been instrumental in finding schools, and kindergarten and nursery school places for the children. They have counselled women in developing longer term education goals for themselves and in exploring employment opportunities. The opportunity to build their own career and to secure economic independence has been opened up. Women participants not only benefit from integration but also from social inclusion.

A number of very practical outcomes can be noted. Many women participants who never went to school and were illiterate have got the chance to start courses, offered from cooperation partners of the project, where they can learn how to read and write. The project has assisted women to have healthcare and support during maternity. The project cooperation partners also give them support, when required, helping them taking care of their children (Familienhilfe).

Making it all work

The main obstacles to success for the project were fighting institutional and structural discrimination. Achievements in gender equality take time and require specific support within the Roma community.

It was often difficult to streamline services so that all those seeking to provide assistance were also working together. The social services of the different municipalities might not be working together or communicating with each other about their goals and procedures. Competition for funding between not-for-profit organisations also inhibited communication and cooperation. With many actors involved, there are different goals and approaches, so that uneven and inconsistent counselling can often be the result.

The outstanding success factors for the project have been the political support it has received from sides, the strong networks it has been part of, the cooperation partners it has secured, the well-trained and skilled staff it has available, and the structural and financial security achieved. The explicit institutional gender equality framework it was able to deploy was central in achieving outcomes for women from the work.

Project structure and transparency have been important. It has allowed all those involved in the services to be consistent and to provide standard counselling and information for participants. Intercultural competence of staff has been extremely important.

A young woman looks ahead to her future

Camelia moved to Berlin in 2014 with her son. Her father helped her get an apartment and register at the state offices. However, the health insurance company and the employment offices did not accept her applications and a middleman did not forward her rent payments to her landlord. After the birth of her daughter in 2015, Camelia discovered the mobile drop-in centre project through the local Berlin health service offices.

The project was able to assist Camelia by making calls to the health insurance company and insisted on Camelia’s rights. Eventually the company accepted her application. The project workers intervened at the employment office and helped her to gather the paperwork she needed to get her cleaning job approved. With the help of a lawyer, she was able to stay in her apartment for another three months, so she had time to find a place at a homeless shelter. Project workers plans to accompany Camelia as she looks for an apartment, a kindergarten place for her children and language classes.

Contacts/Further Information

Contacts

Annette Schymalla

Mobile Drop-in Centre for Migrants from South East Europe and Roma (MOBI)

Catholic Charities Berlin e.V.

Levetzowstraße 12a

10555 Berlin

Germany

Tel: +49 (0) 30 814 713 24

Fax: +49 (0) 30 922 51 615

E-Mail: A.Schymalla@caritas-berlin.de

 

Further information

Further information on the project

2015 statistical summary of the project in German

Informational brochure in Romanian and Bulgarian

General informational brochure in German

Downloads

MOBI Mobile Drop-in Center for Migrants
EN (PDF, 987.28 KB)

Metadata

Tool:
Competence development, Non-monetary measures, Support services
  • Summary
  • Poverty and homelessness among Roma in Berlin: Integration is needed immediately
  • Taking action on a multitude of issues
  • First the essentials. Then, planning for the future is possible
  • Over 500 families assisted in 2015
  • Making it all work
  • A young woman looks ahead to her future
  • Contacts/Further Information
  • Downloads

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