• Skip to language switcher
  • Skip to main categories navigation
  • Skip to secondary categories navigation
  • Skip to current category navigation
  • Skip to main navigation
  • Skip to main content
  • Skip to footer

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
      • #3 Steps Forward
        • How can you make a difference?
      • 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
      • A chi è destinato questo kit di strumenti?
      • Che cos’è il bilancio di genere?
        • Introduzione al bilancio di genere
        • Qual è il nesso tra il bilancio di genere e le realtà vissute da uomini e donne?
        • Che cosa comporta nella pratica il bilancio di genere?
        • Il bilancio di genere nei fondi UE
          • Il bilancio di genere quale strumento per ottemperare agli obblighi giuridici dell’UE
          • Il bilancio di genere quale strumento per promuovere l’assunzione di responsabilità e la trasparenza nella pianificazione e nella gestione delle finanze pubbliche
          • Il bilancio di genere come strumento per aumentare la partecipazione di donne e uomini alle procedure di bilancio
          • Il bilancio di genere quale strumento per promuovere la parità di genere per donne e uomini in tutta la loro diversità
      • Perché il bilancio di genere è importante nell’ambito dei fondi europei in regime di gestione concorrente?
        • Tre motivi per cui il bilancio di genere è fondamentale nei fondi UE
      • Come si può applicare il bilancio di genere nei fondi UE? Strumenti pratici ed esempi di Stati membri
        • Strumento 1 — Collegare i fondi UE al quadro normativo dell’UE sulla parità di genere
          • Base legislativa e normativa per le politiche dell’UE in materia di parità di genere
          • Requisiti concreti per tenere conto della parità di genere all’interno dei fondi UE
          • Condizioni abilitanti dei fondi UE
          • Risorse supplementari
        • Strumento 2 — Analizzare le disuguaglianze e le esigenze di genere a livello nazionale e regionale
          • Misure per valutare e analizzare le disuguaglianze e le esigenze di genere
          • Fase 1. Raccogliere informazioni e dati disaggregati relativi al gruppo di riferimento
          • Fase 2. Individuare le disparità di genere esistenti e le cause soggiacenti
          • Fase 3. Consultare direttamente i gruppi di riferimento
          • Fase 4. Trarre conclusioni
          • Risorse supplementari
        • Strumento 3 — Applicare la parità di genere agli obiettivi politici (accordi di partenariato) e agli obiettivi e misure specifici (programmi operativi)
          • Misure per tradurre in azioni concrete la parità di genere negli accordi di partenariato e nei programmi operativi
          • Orientamenti generali per applicare la parità di genere nell’elaborazione di obiettivi strategici e obiettivi e misure specifici
          • Lista di controllo per l’applicazione pratica del principio orizzontale della parità di genere negli accordi di partenariato
          • Lista di controllo per l’applicazione pratica del principio orizzontale della parità di genere nei programmi operativi
          • Esempi di integrazione della parità di genere come principio orizzontale negli obiettivi strategici e specifici
        • Strumento 4 — Coordinamento e complementarità tra i fondi UE per promuovere l’equilibrio tra vita professionale e vita privata
          • Misure per rafforzare il coordinamento e le complementarità tra i fondi
          • Fase 1 — Allineamento agli obiettivi dell’impegno strategico per la parità di genere
          • Fasi 2 e 3 — Individuare e sviluppare possibili interventi a favore dell’equilibrio tra vita professionale e vita privata
          • Fase 4 — Attività di verifica mediante l’uso di indicatori nell’ambito dei sistemi di sorveglianza e valutazione (M&E)
          • Studio di caso fittizio 1: conciliare il lavoro retribuito con la cura dei figli
          • Studio di caso fittizio 2: conciliare il lavoro a turni con la cura dei figli
          • Caso di studio fittizio 3: trovare l’equilibrio tra la cura di sé stessi e la cura degli altri
          • Caso di studio fittizio 4: conciliare la cura dei figli e degli anziani con il lavoro a turni
          • Risorse supplementari
        • Strumento 5 — Definizione di partenariati e governance multilivello: individuazione di partner pertinenti, ruolo degli esperti di genere e composizione dei comitati di sorveglianza
          • Misure per definire i partenariati e governance multilivello
          • Risorse supplementari
        • Strumento 6 — Sviluppare indicatori quantitativi e qualitativi per promuovere l’uguaglianza di genere
          • Fasi dell’elaborazione di indicatori quantitativi e qualitativi
          • FESR e Fondo di coesione (stessi indicatori comuni)
          • Fondo sociale europeo Plus
          • Fondo europeo per gli affari marittimi e la pesca
          • Risorse supplementari
        • Strumento 7 — Definire criteri di selezione dei progetti sensibili alla dimensione di genere
          • Analisi delle fasi per sostenere l’elaborazione e la selezione di progetti sensibili alla dimensione di genere
          • Lista di controllo per la preparazione degli inviti a presentare proposte di progetti
          • Lista di controllo per i criteri di selezione dei progetti
          • Strumento supplementare 7.a — Accordi che tengano conto della dimensione di genere con i responsabili dell’attuazione dei progetti
        • Strumento 8 — Controllare le assegnazioni di risorse per l’uguaglianza di genere nei fondi 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
        • Strumento 9 — Integrare la parità di genere nella concezione dei progetti
          • Analisi delle fasi per integrare la parità di genere nella concezione dei progetti
          • Fase 1. Allineamento agli obiettivi e agli indicatori di genere degli accordi di partenariato e dei programmi operativi
          • Fase 2. Sviluppo del progetto e candidatura
          • Fase 3. Attuazione del progetto
          • Fase 4. Valutazione del progetto
        • Strumento 10 — Integrare una prospettiva di genere nei processi di sorveglianza e valutazione
          • Misure per integrare una prospettiva di genere nei processi di sorveglianza e valutazione
          • Risorse supplementari
        • Strumento 11 — Rendicontazione sull’esborso di risorse per la parità di genere nei fondi UE
          • Tracciamento delle spese per l’uguaglianza di genere
          • Risorse supplementari
      • Risorse
        • Bibliografia
        • Acronimi
        • Ringraziamenti
    • 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-responsive 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
    • Bulgaria
      • Overview
    • Czechia
      • Overview
    • Denmark
      • Overview
    • Germany
      • Overview
    • Estonia
      • Overview
    • Ireland
      • Overview
    • Greece
      • Overview
    • Spain
      • Overview
    • France
      • Overview
    • Croatia
      • Overview
    • Italy
      • Overview
    • Cyprus
      • Overview
    • Latvia
      • Overview
    • Lithuania
      • Overview
    • Luxembourg
      • Overview
    • Hungary
      • Overview
    • Malta
      • Overview
    • Netherlands
      • Overview
    • Austria
      • Overview
    • Poland
      • Overview
    • Portugal
      • Overview
    • Romania
      • Overview
    • Slovenia
      • Overview
    • Slovakia
      • Overview
    • Finland
      • Overview
    • Sweden
      • Overview
  • EIGE’s publications on Gender mainstreaming
  • Concepts and definitions
  • Power Up conference 2019
European Institute for Gender Equality logoEuropean Institute for Gender Equality
Search

Search form

English
  • EN - English
  • LT - Lietuvių kalba
  • EN - English
  • BG - Български
  • ES - Español
  • CS - Čeština
  • DA - Dansk
  • DE - Deutsch
  • ET - Eesti
  • EL - Ελληνικά
  • FR - Français
  • GA - Gaeilge
  • HR - Hrvatski
  • IT - Italiano
  • LV - Latviešu valoda
  • LT - Lietuvių kalba
  • RO - Română
  • PT - Português
  • MT - Malti
  • PL - Polski
  • FI - Suomi
  • HU - Magyar
  • NL - Nederlands
  • SK - Slovenčina (slovenský jazyk)
  • SL - Slovenščina (slovenski jezik)
  • SV - Svenska
  • 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
        • #3 Steps Forward
          • How can you make a difference?
        • 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
            • 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
        • A chi è destinato questo kit di strumenti?
        • Che cos’è il bilancio di genere?
          • Introduzione al bilancio di genere
          • Qual è il nesso tra il bilancio di genere e le realtà vissute da uomini e donne?
          • Che cosa comporta nella pratica il bilancio di genere?
          • Il bilancio di genere nei fondi UE
            • Il bilancio di genere quale strumento per ottemperare agli obblighi giuridici dell’UE
            • Il bilancio di genere quale strumento per promuovere l’assunzione di responsabilità e la trasparenza nella pianificazione e nella gestione delle finanze pubbliche
            • Il bilancio di genere come strumento per aumentare la partecipazione di donne e uomini alle procedure di bilancio
            • Il bilancio di genere quale strumento per promuovere la parità di genere per donne e uomini in tutta la loro diversità
        • Perché il bilancio di genere è importante nell’ambito dei fondi europei in regime di gestione concorrente?
          • Tre motivi per cui il bilancio di genere è fondamentale nei fondi UE
        • Come si può applicare il bilancio di genere nei fondi UE? Strumenti pratici ed esempi di Stati membri
          • Strumento 1 — Collegare i fondi UE al quadro normativo dell’UE sulla parità di genere
            • Base legislativa e normativa per le politiche dell’UE in materia di parità di genere
            • Requisiti concreti per tenere conto della parità di genere all’interno dei fondi UE
            • Condizioni abilitanti dei fondi UE
            • Risorse supplementari
          • Strumento 2 — Analizzare le disuguaglianze e le esigenze di genere a livello nazionale e regionale
            • Misure per valutare e analizzare le disuguaglianze e le esigenze di genere
            • Fase 1. Raccogliere informazioni e dati disaggregati relativi al gruppo di riferimento
            • Fase 2. Individuare le disparità di genere esistenti e le cause soggiacenti
            • Fase 3. Consultare direttamente i gruppi di riferimento
            • Fase 4. Trarre conclusioni
            • Risorse supplementari
          • Strumento 3 — Applicare la parità di genere agli obiettivi politici (accordi di partenariato) e agli obiettivi e misure specifici (programmi operativi)
            • Misure per tradurre in azioni concrete la parità di genere negli accordi di partenariato e nei programmi operativi
            • Orientamenti generali per applicare la parità di genere nell’elaborazione di obiettivi strategici e obiettivi e misure specifici
            • Lista di controllo per l’applicazione pratica del principio orizzontale della parità di genere negli accordi di partenariato
            • Lista di controllo per l’applicazione pratica del principio orizzontale della parità di genere nei programmi operativi
            • Esempi di integrazione della parità di genere come principio orizzontale negli obiettivi strategici e specifici
          • Strumento 4 — Coordinamento e complementarità tra i fondi UE per promuovere l’equilibrio tra vita professionale e vita privata
            • Misure per rafforzare il coordinamento e le complementarità tra i fondi
            • Fase 1 — Allineamento agli obiettivi dell’impegno strategico per la parità di genere
            • Fasi 2 e 3 — Individuare e sviluppare possibili interventi a favore dell’equilibrio tra vita professionale e vita privata
            • Fase 4 — Attività di verifica mediante l’uso di indicatori nell’ambito dei sistemi di sorveglianza e valutazione (M&E)
            • Studio di caso fittizio 1: conciliare il lavoro retribuito con la cura dei figli
            • Studio di caso fittizio 2: conciliare il lavoro a turni con la cura dei figli
            • Caso di studio fittizio 3: trovare l’equilibrio tra la cura di sé stessi e la cura degli altri
            • Caso di studio fittizio 4: conciliare la cura dei figli e degli anziani con il lavoro a turni
            • Risorse supplementari
          • Strumento 5 — Definizione di partenariati e governance multilivello: individuazione di partner pertinenti, ruolo degli esperti di genere e composizione dei comitati di sorveglianza
            • Misure per definire i partenariati e governance multilivello
            • Risorse supplementari
          • Strumento 6 — Sviluppare indicatori quantitativi e qualitativi per promuovere l’uguaglianza di genere
            • Fasi dell’elaborazione di indicatori quantitativi e qualitativi
            • FESR e Fondo di coesione (stessi indicatori comuni)
            • Fondo sociale europeo Plus
            • Fondo europeo per gli affari marittimi e la pesca
            • Risorse supplementari
          • Strumento 7 — Definire criteri di selezione dei progetti sensibili alla dimensione di genere
            • Analisi delle fasi per sostenere l’elaborazione e la selezione di progetti sensibili alla dimensione di genere
            • Lista di controllo per la preparazione degli inviti a presentare proposte di progetti
            • Lista di controllo per i criteri di selezione dei progetti
            • Strumento supplementare 7.a — Accordi che tengano conto della dimensione di genere con i responsabili dell’attuazione dei progetti
          • Strumento 8 — Controllare le assegnazioni di risorse per l’uguaglianza di genere nei fondi 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
          • Strumento 9 — Integrare la parità di genere nella concezione dei progetti
            • Analisi delle fasi per integrare la parità di genere nella concezione dei progetti
            • Fase 1. Allineamento agli obiettivi e agli indicatori di genere degli accordi di partenariato e dei programmi operativi
            • Fase 2. Sviluppo del progetto e candidatura
            • Fase 3. Attuazione del progetto
            • Fase 4. Valutazione del progetto
          • Strumento 10 — Integrare una prospettiva di genere nei processi di sorveglianza e valutazione
            • Misure per integrare una prospettiva di genere nei processi di sorveglianza e valutazione
            • Risorse supplementari
          • Strumento 11 — Rendicontazione sull’esborso di risorse per la parità di genere nei fondi UE
            • Tracciamento delle spese per l’uguaglianza di genere
            • Risorse supplementari
          • Bibliografia
          • Acronimi
          • Ringraziamenti
      • 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?
          • 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-responsive 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
      • Bulgaria
        • Overview
      • Czechia
        • Overview
      • Denmark
        • Overview
      • Germany
        • Overview
      • Estonia
        • Overview
      • Ireland
        • Overview
      • Greece
        • Overview
      • Spain
        • Overview
      • France
        • Overview
      • Croatia
        • Overview
      • Italy
        • Overview
      • Cyprus
        • Overview
      • Latvia
        • Overview
      • Lithuania
        • Overview
      • Luxembourg
        • Overview
      • Hungary
        • Overview
      • Malta
        • Overview
      • Netherlands
        • Overview
      • Austria
        • Overview
      • Poland
        • Overview
      • Portugal
        • Overview
      • Romania
        • Overview
      • Slovenia
        • Overview
      • Slovakia
        • Overview
      • Finland
        • Overview
      • Sweden
        • Overview
    • EIGE’s publications on Gender mainstreaming
    • Concepts and definitions
    • Power Up conference 2019
  • Gender-based violence
    • What is gender-based violence?
    • Forms of violence
    • EIGE’s work on gender-based violence
    • Administrative data collection
      • Data collection on violence against women
      • About the tool
      • Administrative data sources
      • Advanced search
    • Analysis of EU directives from a gendered perspective
    • Costs of gender-based violence
    • Cyber violence against women
    • Femicide
    • Intimate partner violence and witness intervention
    • Female genital mutilation
      • Risk estimations
    • Risk assessment and risk management by police
      • Risk assessment principles and steps
          • Principle 1: Prioritising victim safety
          • Principle 2: Adopting a victim-centred approach
          • Principle 3: Taking a gender-specific approach
          • Principle 4: Adopting an intersectional approach
          • Principle 5: Considering children’s experiences
          • Step 1: Define the purpose and objectives of police risk assessment
          • Step 2: Identify the most appropriate approach to police risk assessment
          • Step 3: Identify the most relevant risk factors for police risk assessment
          • Step 4: Implement systematic police training and capacity development
          • Step 5: Embed police risk assessment in a multiagency framework
          • Step 6: Develop procedures for information management and confidentiality
          • Step 7: Monitor and evaluate risk assessment practices and outcomes
      • Risk management principles and recommendations
        • Principle 1. Adopting a gender-specific approach
        • Principle 2. Introducing an individualised approach to risk management
        • Principle 3. Establishing an evidence-based approach
        • Principle 4. Underpinning the processes with an outcome-focused approach
        • Principle 5. Delivering a coordinated, multiagency response
      • Legal and policy framework
      • Tools and approaches
      • Areas for improvement
      • References
    • Good practices in EU Member States
    • Methods and tools in EU Member States
    • White Ribbon Campaign
      • About the White Ribbon Campaign
      • White Ribbon Ambassadors
    • Regulatory and legal framework
      • International regulations
      • EU regulations
      • Strategic framework on violence against women 2015-2018
      • Legal Definitions in the EU Member States
    • Literature and legislation
    • EIGE's publications on gender-based violence
    • Videos
  • Gender Equality Index
    • View countries
    • Compare countries
    • Thematic Focus
    • About Index
    • Publications
    • Forum 2022
    • Index Game
    • Videos
  • Gender Statistics Database
    • Browse Gender Statistics
    • Data talks
    • FAQs
    • About
    • Search
  • Beijing Platform for Action
  • Countries
    • Belgium
    • Bulgaria
    • Czechia
    • Denmark
    • Germany
    • Estonia
    • Ireland
    • Greece
    • Spain
    • France
    • Croatia
    • Italy
    • Cyprus
    • Latvia
    • Lithuania
    • Luxembourg
    • Hungary
    • Malta
    • Netherlands
    • Austria
    • Poland
    • Portugal
    • Romania
    • Slovenia
    • Slovakia
    • Finland
    • Sweden
  • Topics
    • Health
      • Covid-19 and gender equality
    • Violence
      • Orange the World
    • Agriculture and rural development
    • Culture
    • Digital agenda
    • Economic and financial affairs
    • Education
    • Employment
    • Energy
    • Entrepreneurship
    • Environment and climate change
    • Justice
    • Maritime affairs and fisheries
    • Migration
    • Poverty
    • Regional policy
    • Research
    • Sport
    • Tourism
    • Transport
    • Youth
  • About EIGE
    • EIGE's organisation
      • Management board
      • Experts' forum
      • EIGE staff
    • Our work
      • Stakeholders
      • EU candidate countries and potential candidates
        • About the IPA project
        • Examples from the region
          • Browse
          • About the examples
        • Gender equality indices in the Western Balkans and Turkey
        • Gender statistics in the Western Balkans and Turkey
      • Justice and Home Affairs (JHA) agencies
    • Projects
      • Running projects
      • Closed projects
    • Planning and reporting documents
    • Documents registry
      • Request for access to EIGE documents
    • Contact us
    • Director’s speeches
  • Recruitment
    • Open vacancies
    • Closed vacancies
    • About Recruitment
    • FAQs
    • Selection procedure appeals
    • Relevant forms and information
    • Welcome guide
  • Procurement
    • Open procedures
    • Closed procedures
    • About Procurement
    • External Experts' Database
  • News
  • Events
    • Upcoming events
    • Past events
    • Gender Equality Forum 2022
      • About
      • Agenda
      • Videos
      • Speakers
      • Practical information
  • EIGE’s publications
    • Gender-sensitive Communication
      • Overview of the toolkit
      • First steps towards more inclusive language
        • Terms you need to know
        • Why should I ever mention gender?
        • Choosing whether to mention gender
        • Key principles for inclusive language use
      • Challenges
        • Stereotypes
          • Avoid gendered pronouns (he or she) when the person’s gender is unknown
          • Avoid irrelevant information about gender
          • Avoid gendered stereotypes as descriptive terms
          • Gendering in-animate objects
          • Using different adjectives for women and men
          • Avoid using stereotypical images
        • Invisibility and omission
          • Do not use ‘man’ as the neutral term
          • Do not use ‘he’ to refer to unknown people
          • Do not use gender-biased nouns to refer to groups of people
          • Take care with ‘false generics’
          • Greetings and other forms of inclusive communication
        • Subordination and trivialisation
          • Naming conventions
          • Patronising language
      • Test your knowledge
        • Quiz 1: Policy document
        • Quiz 2: Job description
        • Quiz 3: Legal text
      • Practical tools
        • Solutions for how to use gender-sensitive language
        • Pronouns
        • Invisibility or omission
        • Common gendered nouns
        • Adjectives
        • Phrases
      • Policy context
    • Work-life balance in the ICT sector
      • Back to toolkit page
      • EU policies on work-life balance
      • Women in the ICT sector
      • The argument for work-life balance measures
        • Challenges
      • Step-by-step approach to building a compelling business case
        • Step 1: Identify national work-life balance initiatives and partners
        • Step 2: Identify potential resistance and find solutions
        • Step 3: Maximise buy-in from stakeholders
        • Step 4: Design a solid implementation plan
        • Step 5: Carefully measure progress
        • Step 6: Highlight benefits and celebrate early wins
      • Toolbox for planning work-life balance measures in ICT companies
      • Work–life balance checklist
    • Gender Equality Index 2019. Work-life balance
      • Back to toolkit page
      • Foreword
      • Highlights
      • Introduction
        • Still far from the finish line
        • Snail’s-pace progress on gender equality in the EU continues
        • More women in decision-making drives progress
        • Convergence on gender equality in the EU
      • 2. Domain of work
        • Gender equality inching slowly forward in a fast-changing world of work
        • Women dominate part-time employment, consigning them to jobs with poorer career progression
        • Motherhood, low education and migration are particular barriers to work for women
      • 3. Domain of money
        • Patchy progress on gender-equal access to financial and economic resources
        • Paying the price for motherhood
        • Lifetime pay inequalities fall on older women
      • 4. Domain of knowledge
        • Gender equality in education standing still even as women graduates outnumber men graduates
        • Both women and men limit their study fields
        • Adult learning stalls most when reskilling needs are greatest
      • 5. Domain of time
        • Enduring burden of care perpetuates inequalities for women
        • Uneven impact of family life on women and men
      • 6. Domain of power
        • More women in decision-making but still a long way to go
        • Democracy undermined by absence of gender parity in politics
        • More gender equality on corporate boards — but only in a few Member States
        • Limited opportunities for women to influence social and cultural decision-making
      • 7. Domain of health
        • Behavioural change in health is key to tackling gender inequalities
        • Women live longer but in poorer health
        • Lone parents and people with disabilities are still without the health support they need
      • 8. Domain of violence
        • Data gaps mask the true scale of gender-based violence in the EU
        • Backlash against gender equality undermines legal efforts to end violence against women
        • Conceptual framework
        • Parental-leave policies
        • Informal care of older people, people with disabilities and long-term care services
        • Informal care of children and childcare services
        • Transport and public infrastructure
        • Flexible working arrangements
        • Lifelong learning
      • 10. Conclusions
    • Sexism at work
      • Background
        • What is sexism?
        • What is the impact of sexism at work?
        • Where does sexism come from?
        • Sexism at work
        • What happens when you violate sexist expectations?
        • What is sexual harassment?
        • Violating sexist expectations can lead to sexual harassment
        • Under-reporting of sexual harassment
      • Part 2. Test yourself
        • How can I combat sexism? A ten-step programme for managers
        • How can all staff create cultural change
        • How can I report a problem?
        • Eradicating sexism to change the face of the EU
    • Upcoming publications
  • Library
    • Search
    • About
  • Glossary & Thesaurus
    • Overview
    • About
    • A-Z Index
    • Browse
    • Search
Toggle sidebar menu
  • Home
  • Gender mainstreaming
  • Country specific information
  • Sweden

Gender certification

PrintDownload as PDF
Good practice
Country: Sweden
Section:
Gender mainstreaming in Research Institutions
Topics:
Research
Period:
2010
Publication date:
23 September 2016
Gender certification

Gender certification: a road to change?

The aim of the project is to increase the knowledge on gender issues and to create conditions for a possible ‘gender certification’ at the departments of Physics, Earth Sciences, and Energy Sciences at Lund University in Sweden. This project was initiated in 2007 at the Department of Physics and consisted of three steps: 1) Education, Information and “Infiltration”, 2) Realising ideas and 3) Evaluation. A working team has been appointed to share information about the project within the departments and to discuss, initiate and implement various activities. The gender certification group (the working team) meets regularly since the beginning of 2010.

This project assisted the departments in understanding gender assumptions in their teaching and research. This led to rethinking teaching, changing concepts and languages, and possibly also changed research questions and priorities.

A pilot project to assist in the implementation of gender equality policies of the university

The AKKA leadership programme promoted by Lund University interviewed leaders at various levels of academia (including rectors, deans, and heads of departments) to discuss their perceptions about the gender equality policy of the university. They often expressed willingness to work for the realisation of the policy, but at the same time were very uncertain on how this could be done. This finding suggested that it is not enough to formulate policies, plans or lists of core values, and expect them to be implemented – they have to be accompanied by active support and information.

As a result, in 2007, a gender certification pilot project was initiated by the Vice Chancellor of Lund University. A project group was appointed to investigate the feasibility of using certification to accelerate a broad inclusion of relevant gender perspectives at Lund University. The group consisted of representatives from all faculties, along with representatives from the union, students and administrative personnel.

The group prepared a final report and presented it in March 2008. This report thoroughly investigated the concept of gender certification and provided suggestions, in the form of questions, of criteria for certification. The concept of certification was interpreted as some form of quality assurance. It stressed that self-assessment is important to create activity and dialogue, but it also needs to be extended in order to involve a third party evaluation.

The criteria for certification listed suggestions on how to implement the self-assessment by answering questions in four areas:

  1. Gender awareness, which concerns the culture in the institutions. Examples of questions for this criterion are: Is everybody given the same opportunity to be seen and heard?  Are exams anonymous? Are different forms of examination used?
  2. Gender Perspective, which concerns the subject matter. The following questions were used for this particular criterion: Are teachers given the opportunity to learn about gender research linked to their subject of research and teaching? Are concepts in and the content of a course or research problematised from a gender perspective?
  3. Plans and strategies, which raises questions on how gender equality is introduced, followed up and implemented.
  4. Protection against discrimination, containing questions about how the department works to prevent harassment and discrimination.

After the final report was submitted, the Vice Chancellor invited the departments of the university to participate in the certification project. Three volunteered: the Department of Physics, the Department of Earth Sciences and the Department of Energy Sciences.

In December 2008, as a kick-off of the pilot project, the Department of Physics organised a symposium with renowned international famous sciences from different universities to share and exchange about gender issues and gender certification. In 2009, the pilot project was financially supported by the Delegation for Equal Opportunities in Academia (Delegationen för Jämställdhet – DJ).

Gender certification at the Department of Physics

Since 2007, the Department of Physics has been undertaking the following the steps to implement the ‘Gender Certification’ project.

Step 1: Education, Information and “Infiltration”

The understanding of how gender theories could be combined with physics was low. Therefore, it was necessary to introduce the subject through a number of different activities:

  • A workshop about discrimination ‘See the Human Beyond’ (Se Människan). The Swedish Discrimination Act was discussed from a norm-critical perspective. This workshop also included a presentation of research in the field, and used bias tests, case studies and assessments to create discussion on the culture of the institute.
  • A symposium with experts on Gender and Science: ‘What does Gender have to do with Physics?’.
  • A reference group with people representing different divisions and categories of personnel. Information meetings about the project were held and questionnaires were distributed.
  • A course on ‘Gender in Science and Technology’ both for students and teachers (this course is still being organised nowadays).
  • A symposium on ’Gender Perspectives and Gender Awareness – how can we implement change of culture and subject at the Physics department?’. The first half-day introduced the topics and the second brought up possible activities to be implemented in the second step.

Step 2: Realising ideas

In the second part of the project, ideas brought up during the “education-phase” were carried out, such as:

  • A brochure with a credit-card-size for wallet with information about Gender and Physics which was distributed to students. It also contained information on where to turn if a student had experienced discrimination or harassment.
  • A new type of questions was included in course evaluations, regarding gender and equality issues.
  • A symposium on ‘Gendered Innovations’ by Londa Schiebinger.
  • A bookshelf with Gender and Science literature in the Physics library. This bookshelf was also sent around the lunchrooms of the Department.
  • A Gender Coach was employed for a year, acting as a resource for the Department in its gender work. The coach was invited analyse the Department’s budget from a gender perspective.
  • A parental leave reform for PhD and Post-docs was conducted. It was decided to give a double extension of the appointment when parental leave was used (e.g. if a PhD is on parental leave for four months, one can apply for an extension of up to eight months).

Step 3: Evaluation

The final step included both a “Book of Methods” and an evaluation of the outcome. These are available upon request in Swedish and soon summarised in English.

Aftermath – what happened?

This project has changed the atmosphere of the participating departments. It became clear from the project’s experience that the existence of a goal – a certification – focussed the work. The fact that criteria gave suggestions on what to work on was an important support for the organisation and helped reaching a larger group of people. On the other hand, in the end of the project, the reward in the form of a certification was not so relevant for the participants: the focus was on changing the institute.

A brief analysis, using techniques from the ‘Gender Certification’ project, shows that they worked on understanding gender assumptions in their teaching and research through workshops. This led to rethinking teaching, changing concepts and languages, and possibly also changed research questions and priorities. This change is currently being investigated by collecting statistics and by conducting interviews. The purpose is to better understand the process and to be able to give advices for the future.

Another change concerns the gender group. It started with only male researchers and students. A few years later, they have employed a senior female researcher and attract a significant number of women as PhD students. Currently, projects for change are appearing spontaneously, and seminars focussing on gender are still being organised.  

The ‘gender certification’ working team

In 2010, a working team has been appointed to share information about the project within the departments of Physics, Earth Sciences and Energy Sciences and to discuss, initiate and implement various activities. The gender certification group (the working team) was meeting on a regular basis to plan the projects’ activities and to bring them further.

Contacts/Further Information

Contacts

Tomas Brage, Professor and Director of Education in Physics

Department of Physics, Lund University

Box 118, 221 00 Lund, Sweden

+46 46 222 77 24

tomas.brage@fysik.lu.se

Further information

Information available at the Department of Physics

Information available at the Department of Energy Sciences

“Core Value Project at Lund University” (to be published in 2016)

More good practices

EIGE's collection of good practices

EIGE's approach to good practices

Downloads

Gender certification
EN (PDF, 396.64 KB)

Metadata

Tool:
Competence development, Benchmarking
  • Gender certification: a road to change?
  • A pilot project to assist in the implementation of gender equality policies of the university
  • Gender certification at the Department of Physics
    • Step 1: Education, Information and “Infiltration”
    • Step 2: Realising ideas
    • Step 3: Evaluation
  • Aftermath – what happened?
  • The ‘gender certification’ working team
  • Contacts/Further Information
  • More good practices
  • Downloads

Share:

Useful links

  • Who we are
  • Recruitment
  • News 
  • Events

Subscribe to our newsletter

Get the latest EIGE's updates on a personalised basis. See all past newsletters.

General enquiries

  • EIGE's secretariat
  •  +370 5 215 7400
  • Contact form

Find us

image of map

Gedimino pr. 16, LT-01103 Vilnius, Lithuania

Media enquiries

  • Georgie Bradley
  •  +370 6 982 7826
  • georgie.bradley@eige.europa.eu

EIGE in social media

  • Follow us on Twitter
  • Follow us on Facebook
  • Follow us on Youtube
  • Follow us on Linkedin
EIGE logo
Making equality between women and men a reality for all Europeans and beyond
 

© 2023 European Institute for Gender Equality

Help us improve

Take me to top

  • Web Accessibility
  • Legal notices
  • Personal Data Protection
  • Cookies Policy
  • The UK on EIGE's website
  • Contact us
  • Login