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  • Menu
  • Gender mainstreaming
    • What is Gender mainstreaming
      • Policy cycle
    • Institutions and structures
      • European Union
      • EU Member States
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    • Policy areas
      • Agriculture and rural development
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      • Culture
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      • Digital agenda
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      • Economic and financial affairs
        • #3 Steps Forward
          • How can you make a difference?
        • Economic Benefits of Gender Equality in the EU
        • Policy cycle
      • Education
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      • Employment
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        • Structures
      • Energy
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    • 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
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      • Covid-19 and gender equality
    • Violence
      • Orange the World
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    • Maritime affairs and fisheries
    • Migration
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    • Regional policy
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    • Youth
  • About EIGE
    • EIGE's organisation
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    • Our work
      • Stakeholders
      • EU candidate countries and potential candidates
        • About the IPA project
        • Examples from the region
          • Browse
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        • Gender equality indices in the Western Balkans and Turkey
        • Gender statistics in the Western Balkans and Turkey
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    • 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
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Gender Equality in Academia and Research

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  • 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
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  • Gender Equality in Academia and Research
  • WHERE

Poland

Country: 
Poland

PROMOTING GENDER EQUALITY IN RESEARCH

Legal framework

The principle of equality between women and men is embedded in the Polish Constitution, the Labour Code and the Act on the Promotion of Employment and Labour Market Institutions. The Act on Implementation of Several European Union Regulations on Equal Treatment of 3 December 2010 aims to counteract violation of equal treatment and to determine the measures and authorities responsible for the prevention of equal treatment. The so-called Act on Equality prohibits unequal treatment due to gender (among other grounds) in professional education, including continuing education, professional development, change of profession and professional practice. However, it does not explicitly prohibit discrimination on the grounds of gender in the scope of education and higher education. Sexual harassment is important in the context of gender equality and is regulated by the Penal Code (Act of 6 June 1997) and the Act on Equality.

Gender equality is scarcely mentioned in the legal regulations on higher education. The Act of 20 July 2018 – Law on Higher Education and Science (Law 2.0, the Constitution for Science) does not address gender equality as a goal or value for higher education institutions (HEIs) and research organisations. There are no regulations or measures on gender equality in decision-making, career development, harassment and mobbing, or inclusion of gender in research and teaching. The only measures related to gender equality aim to support parents and pregnant women, both students and employees. For students, they include the right to an individual study programme and the right to take leave (up to one year). For academic teachers, they cover regulations on working time (someone who is pregnant or raising a child under the age of four shall not work mandatory overtime) and the extension of periodic assessment due to maternity/paternity/parental/child care or health leave (extended by the time corresponding to the length of absence).

Policy framework

Before 2018, the Polish National European Research Area (ERA) roadmap was not available (ERA Progress Report 2018, Poland 2019). Gender equality and gender mainstreaming in research are addressed in the National Action Plan (NAP), submitted in 2019 in response to the ERA Roadmap (2015–2020) Priority 4. Although the Polish NAP defines priorities for gender equality, it does not define gender equality and gender equality objectives in context analysis, nor does it translate all priorities into specific actions. It fails to raise awareness of structural barriers or to address the integration of gender into content. Instead, it focuses on reconciling work and private life. The actions planned in the NAP have yet to be implemented[1].

Since 2011, the Ministry of Family and Social Policy has run the programme, “Babies+”, with additional modules implemented in 2014 (e.g. “Babies in Academia”). The programme provides financial support to universities that have (or are setting up) nurseries or childcare centres, or hiring a day carer at universities for young children (under the age of three). “Babies+” is regulated by the Act of 4 February 2011 on the care of children under the age of three.

Other stimulatory initiatives

L’Oréal, in cooperation with UNESCO, the Ministry of Science and Education and (since 2016) the Polish Academy of Science, conducts the programme “For Women and Science”. It aims to promote and encourage scientific achievements of women researchers. Since 2001, 105 women have been granted a scholarship to continue their work.

The Perspektywy Education Foundation manages the national campaigns “Girls as Engineers!” and “Girls go Science” in cooperation with the Conference of Rectors of Polish Technical Universities (under the remit of the Minister of Science and Higher Education, the Minister of National Education, the Minister of Administration and Digitisation, the Minister of Labour and Social Policy and the Government Plenipotentiary for Equal Treatment). The campaigns promote technical and engineering studies among high school girls. Over 150,000 girls have participated in the campaigns, during which time the share of girls involved in science, technology, engineer and mathematics (STEM) increased from 29 % to 37 %.

The Perspektywy Education Foundation also offers the project “Lean in STEM”, which supports the creation of women’s networks and mentoring in the technological industry and STEM sectors. More specifically, it promotes technical and scientific education and careers for young women in the technological industry and other STEM-related areas, not only through “Lean in STEM”, but also through virtual meetings in “Inspiration Academy – Girls in STEM”, “Technological Teatimes” (offline meetings in technological companies) and the conference “Women in Tech Summit 2018”.

The “Foundation Women Scientists – Polish Women Scientists Network” created the “Women Experts” database to promote women’s achievements and expertise across different disciplines. From 2013 to 2019, the Foundation held the competition “Innovation is a Woman” for women researchers who developed an innovative solution to promote the achievements of women in the scientific and research sectors.

The National Science Centre (NCN) is a government agency established to support basic research in Poland. It supports equal access of women and men to research funding. The main measures promote equal representation of women and men in expert teams and reviewer teams. They ensure that expert panels are chaired by both women and men, monitor the participation of women and men in particular calls for proposals, and publish gender-disaggregated data on women’s and men’s participation in calls for proposals. The NCN set out measures to encourage women researchers to apply for funding. For example, it introduced internal regulations on maternity leave and parental leave in addition to those set out in the Labour Code (women researchers may add 18 months for every child born or adopted to the scope of data assessed under each call for proposals). It also promotes women role models by publicising the achievements of grant winners.

Key actors

The Ministry of Science and Higher Education and the Government Plenipotentiary for Equal Treatment contribute to the promotion of gender equality in research. To date, however, their intervention has been quite limited. The Ministry of Science and Higher Education contributes financially to the L’Oréal scholarship and appoints representatives to the jury.

As an independent equality body, the Commissioner for Human Rights safeguards the implementation of the principle of equal treatment, including in HEIs and research organisations. The Commissioner analyses, monitors and supports equal treatment of all people, as well as preparing and issuing independent reports and recommendations on discrimination-related projects. Its most recent interventions include: statement on the speech on the “proper upbringing of girls” by the advisor of the Ministry of Education and Science; monitoring the implementation of anti-mobbing and anti-bullying procedures in HEIs; request for a position adopted by the Ministry of Science and Education on taking maternity/paternity/parental leave into consideration during the evaluation phase to ensure equal rights for all employees; and a statement on misinformation campaigns on gender and gender equality policies.

INITIATIVES FOR GENDER EQUALITY BY RESEARCH PERFORMING ORGANISATIONS

In 2020, the University of Warsaw (UW) became the first and (so far) only university in Poland to implement a Gender Equality Plan (GEP). The GEP is based on five goals, identified through research on the needs of the UW community, expert consultation, and a review of solutions in European universities. The GEP covers several areas, including awareness-raising, developing women’s scientific careers, gender equality in recruitment, work-life balance, and balanced sex representation.

As part of its Human Resources Strategy, Kraków University of Technology published its “Guidelines for the recruitment of academic teachers at Kraków University of Technology” on 1 October 2019. The document advises recruitment committee members on carrying out a transparent recruitment process. The Guidelines recommend applying the principles of the European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers, as well as taking an appropriate gender balance into account during the selection of committee members.

The Jagiellonian University created and facilitated the Gender Equality Central and Eastern Europe Community of Practice (GEinCEE CoP) within the Horizon 2020 project “Communities of Practice for Accelerating Gender Equality and Institutional Change in Research and Innovation across Europe 2018-2021” (ACT). The CoP has institutionalised collaboration between HEIs in the CEE region and fostered an institutional shift towards gender equality. It provides a platform for the creation and exchange of knowledge and resources, such as the Gender Equality Audit and Monitoring (GEAM) survey to collect data and monitor gender equality progress, and an online map of gender equality bodies, legislation and practice in the CEE region. As of September 2021, GEinCEE CoP had 20 official members – universities and research institutes from Czechia, Cyprus, Lithuania, Poland, Slovenia and Ukraine, as well as two collaborators.

RELEVANT EXAMPLES OF PRACTICES

Anti-discrimination Commissions/Equal Treatment Commissions

Anti-discrimination and Equal Treatment Commissions have been established at HEIs and research organisations (e.g. UW, Pedagogical University of Kraków, University of Łódź, University of Wrocław). They are responsible for institutional change and awareness-raising, including: (1) monitoring equal treatment based on sex, age, race, religion, disability and sexual orientation; (2) drafting an equal treatment policy and proposals on issues related to unequal treatment and discrimination; (3) recommending actions and formulating conclusions in cases of discrimination; (4) supporting and advising victims of discrimination; (5) preventing discrimination on any legally protected ground; (6) recommending training and organising anti-discrimination awareness campaigns; and (7) investigating cases of discrimination/unequal treatment.

Anti-mobbing Commissions/Committees

Anti-mobbing Commissions or Committees have been installed in most HEIs and research organisations (e.g. Adam Mickiewicz University in Poznań, Medical University of Gdańsk, Medical University of Warsaw, Poznań University of Economics and Business, Jagiellonian University in Kraków, University of Gdańsk, University of Łódź). Although their names and scope differ, they are primarily responsible for actions preventing discrimination and mobbing, identifying instances of mobbing/sexual harassment, conducting explanatory procedures in cases of mobbing/discrimination, formulating proposals to mitigate mobbing/sexual harassment, and conflict resolution.

Proxy for gender equality

Most HEIs and research organisations have established an administrative position dealing with gender equality. They usually operate in a broader framework and address: (1) equal treatment (e.g. Rector’s Proxy for Equal Treatment, Adam Mickiewicz University in Poznań, Gdańsk University of Technology, Pedagogical University of Kraków, Poznań University of Economics and Business, Spokesperson of Trust at Warsaw University of Technology, Academic Ombudsman at the University of Warsaw); (2) safety and security (e.g. Rector’s Proxy for Student Safety and Security at the Jagiellonian University in Kraków, University of Wrocław); (3) discrimination and mobbing (e.g. Rector’s Proxy for Prevention of Mobbing at Silesian University of Technology, Rector’s Proxy for Prevention of Mobbing and Discrimination at the University of Gdańsk); and (4) social responsibility (e.g. Rector’s Proxy for Social Responsibility at Poznań University of Economics and Business, University of Łódź, University of Wrocław). More rarely, they focus on gender equality specifically (e.g. Equal Opportunity Chief Specialist at UW, Gender Equality Coordinator at Cardinal Stefan Wyszyński University in Warsaw). Their responsibilities include awareness-raising and prevention tasks, establishing cross-sectoral cooperation and policy-making initiatives, and examining cases of discrimination.

Footnotes

[1] Wroblewski, A., Report on Monitoring of ERA Priority 4 Implementation, 2020, https://genderaction.eu/wp-content/uploads/2020/06/D3.2._MonitoringERApriority4implementation.pdf

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