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        • 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
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        • 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
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      • 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
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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
          • 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
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      • Gender-sensitive Parliaments
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        • 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
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      • Gender Budgeting
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        • Who is this toolkit for?
        • What is gender budgeting?
          • Introducing gender budgeting
          • Gender budgeting in women’s and men’s lived realities
          • What does gender budgeting involve in practice?
          • Gender budgeting in the EU Funds
            • Gender budgeting as a way of complying with EU legal requirements
            • Gender budgeting as a way of promoting accountability and transparency
            • Gender budgeting as a way of increasing participation in budget processes
            • Gender budgeting as a way of advancing gender equality
        • Why is gender budgeting important in the EU Funds?
          • Three reasons why gender budgeting is crucial in the EU Funds
        • How can we apply gender budgeting in the EU Funds? Practical tools and Member State examples
          • Tool 1: Connecting the EU Funds with the EU’s regulatory framework on gender equality
            • Legislative and regulatory basis for EU policies on gender equality
            • Concrete requirements for considering gender equality within the EU Funds
            • EU Funds’ enabling conditions
            • Additional resources
          • Tool 2: Analysing gender inequalities and gender needs at the national and sub-national levels
            • Steps to assess and analyse gender inequalities and needs
            • Step 1. Collect information and disaggregated data on the target group
            • Step 2. Identify existing gender inequalities and their underlying causes
            • Step 3. Consult directly with the target groups
            • Step 4. Draw conclusions
            • Additional resources
          • Tool 3: Operationalising gender equality in policy objectives and specific objectives/measures
            • Steps for operationalising gender equality in Partnership Agreements and Operational Programmes
            • General guidance on operationalising gender equality when developing policy objectives, specific objectives and measures
            • Checklist for putting the horizontal principle of gender equality into practice in Partnership Agreements
            • Checklist for putting the horizontal principle of gender equality into practice in Operational Programmes
            • Examples of integrating gender equality as a horizontal principle in policy objectives and specific objectives
          • Tool 4: Coordination and complementarities between the EU Funds to advance work-life balance
            • Steps for enhancing coordination and complementarities between the funds
            • Step 1. Alignment with the EU’s strategic engagement goals for gender equality and national gender equality goals
            • Steps 2 and 3. Identifying and developing possible work-life balance interventions
            • Step 4. Following-up through the use of indicators within M&E systems
            • Fictional case study 1: reconciling paid work and childcare
            • Fictional case study 2: reconciling shift work and childcare
            • Fictional case study 3: balancing care for oneself and others
            • Fictional case study 4: reconciling care for children and older persons with shift work
            • Additional resources
          • Tool 5: Defining partnerships and multi-level governance
            • Steps for defining partnerships and multi-level governance
            • Additional resources
          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
            • Steps to develop quantitative and qualitative indicators
            • ERDF and Cohesion Fund
            • ESF+
            • EMFF
            • Additional resources
          • Tool 7: Defining gender-sensitive project selection criteria
            • Steps to support gender-sensitive project development and selection
            • Checklist to guide the preparation of calls for project proposals
            • Checklist for project selection criteria
            • Supplementary tool 7.a: Gender-responsive agreements with project implementers
          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
            • 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
          • Tool 9: Mainstreaming gender equality in project design
            • Steps to mainstream gender equality in project design
            • Step 1. Alignment with partnership agreements’ and Operational Programmes’ gender objectives and indicators
            • Step 2. Project development and application
            • Step 3. Project implementation
            • Step 4. Project assessment
          • Tool 10: Integrating a gender perspective in monitoring and evaluation processes
            • Steps to integrate a gender perspective in M&E processes
            • Additional resources
          • Tool 11: Reporting on resource spending for gender equality in the EU Funds
            • Tracking expenditures for gender equality
            • Additional resources
          • References
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      • 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
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          • Public procurement strategies cover GRPP
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          • 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
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            • 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
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            • Tool 12: Checklist for including GRPP contract performance conditions
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            • Tool 13: Template for a GRPP monitoring and reporting plan
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          • Step 1: Define the purpose and objectives of police risk assessment
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      • Foreword
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      • Introduction
        • Still far from the finish line
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    • Sexism at work
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  • Gender stereotypes
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My personal story

PrintDownload as PDF
Narrative
Country: Non EU countries
Sex:
Male
Primary Topic:
PROFESSIONAL CAREER
Year:
1990, 2010

R: Well, I am, I feel a bit unusual because, as I've said here, I work part time at the moment. I've been doing working part time, I guess, for about 18 months. My wife works full time; we came to that decision basically for child care. Our daughter had been in nursery, we were able to leave her, you know, sometimes at 8 o'clock and pick her up at 4 or 5 in the afternoon. But, of course, when she started school we didn't have that option anymore and we wanted one of us to be here rather than actually having a child-minder. I think that was...

I: What are the hours of school? When does that school start?

R: It's basically 9 until 3 or 3:20, so it doesn’t fit in well with working patterns and I think, you know, working parents have to decide either to have a child-minder or they have relatives in the area - which we don't. Both our parents live in different cities – or, you know, they have to make some arrangements in their work to deal with that and we just thought the easiest way... we wanted somebody to be there for our daughter to actually take her and pick her up most days and we just felt that would mean one of us being at home a lot of the time. And I got to the position where I worked full time but I was actually earning less than my wife who was working part time. Which I found a bit demoralizing, because my job - I am a teacher - so, because my job involves being quite a lot of stuff at home. And I say it was a bit demoralizing to feel that I was kind of, you know, working 5 days a week, coming home, doing work and still not actually getting paid as much as my wife was, who was working kind of three and a half days.

I: What kind of a job does your wife do?

R: She's a civil servant, which can mean many things in England, but she's actually quite a... she's not a senior civil servant but she is involved very much in kind of policy things. She spends a lot of time... like, for instance, she's in London today, she's got a day in London today. Certainly with the change of government she's found herself much more involved in the thick of things. I mean she has meetings at number 10 and, you know, with cabinet and things like - not with cabinet as such but, you know, with those kind of bodies - so she's a quite high level, she's got quite a stressful job. I don't know what she does most of the time but... It is probably fair to say that she is far more ambitious than I would ever be. The nature of my job is that there wasn't a lot of obvious career progression.

I: What level are you teaching? Primary school?

R: I'm a primary school teacher so I'm probably, particularly say, I'm an infant school teacher, because that's what I've always taught. So I've never taught children older than 7. I've always been... that's the age group I'm happy to teach and what I was taught, trained to actually teach.

I: Can you tell me a bit about the schooling system in England? So the infant school is from which age to which age? So, first, you've got nursery…

R: Well, yeah, there is nursery but nursery officially in England is very ad hoc really. It depends very much on where you live, there are some state nurseries but a lot of the time it's, you know, you pay for nursery. That is something that we were doing with our daughter because there aren't a lot of state nurseries around at all. Children start school the year that they are 5. So, for instance, my daughter is born in August, but she starts school the September before that.

I: And it is compulsory from the age of 5?

R: Yeah, basically yes, it is. So, she started, but she is only just 4, you see. So, this was another consideration for us because she was still quite a young child. And again, we wanted somebody to be there for her. So, they start the year that they are 5. It depends upon the kind of school they go to, sometimes they go to a school way through until they are 10 or 11. Sometimes at the school where I work it is until they are 6 or 7. And then they move on to a junior school.

I: So then you decided it would be better if you would be working part time and your wife would continue working full time?

R: Yes, we kind of came to that decision but it seemed unpaid for, is the most logical thing to do. And financially it seems to have worked out and, I must say, generally it's worked out. I mean obviously I think (laughs) with any couple there is always issues, you know, and I think we are getting to the stage where I certainly perhaps need to think about seeing if I can work another day or find some other kind of employment around the hours of - you know - taking our daughter to school and back.

I: So, now you are working part time, which would mean two and a half days a week?

R: Just two days a week, Thursday and Friday. So the rest of the week I basically take my daughter to school pick her up and then do the housework… hopefully (laughs).

I: Are you enjoying it?

R: Yeah, I am. I mean, I'm not one of those people who... I don't get bored very easily. In fact, probably more the other way really, my worry is sometimes I can find it quite easy to sit at home. So, yes, I do generally enjoy. I suppose I've been doing it for about 18 months now and I think there is part of me that perhaps feels that I need either to do some different work or some more work or to get involved into something, even if it is voluntary work a little bit more. But... yeah, I'm not one of those people who worries about not going to work all week. I'm quite happy actually (laughs).

I: Do you consider this - if you look at your circle of family and friends - is it very unusual to do this or has it become quite accepted?

R: Ehm... I think it is still unusual, I mean, about some people who are doing similar kinds of things but not, not close friends or family. Certainly now we have friends who, the man is working slightly different hours, so he is perhaps compressing his hours into 4 days and spending one day at home with children or he is working 4 days a week. A lot of other people's jobs they're office based, it is much easier to do that. I mean, obviously my job actually is quite strict in the hours I can work. You know, I have to be there at 9 and I have to be there until 3 and really I have to be there before and after that. I can't come in later one day. And I can't compress my hours into certain days. So in that sense it is a bit inflexible, but no, it is unusual. I don't know of any other family or friends. And I guess certainly with some aspects of family there is still, I still get that look sometimes about what: 'what are you doing really?' You know.

I: Just a questioning look or a negative look?

R: Perhaps both sometimes. I still, in the back of my mind, well not in the back of my mind, in the front of my mind, there is still that feeling that I ought to be actually providing for the family myself and I must admit that that is something - you know - I still feel a lot really. And certainly with older members of the family, say my mum or my wife's parents, I do wonder if they’ve that kind of thought in their heads sometimes.

I: And then, on the other hand, you are providing: you are providing a lot of care to the family.

R: Oh yes!

I: It is just that the financial provision is mainly with your wife.

R: Yes, absolutely, that is right. Yeah, I don't have any problem looking after children because this is what I do anyway, so, I'm - you know - I don't find it problematic looking after young children because this is what I do all the time. You know, my daughter is precisely in the age group that I teach, really, so that isn't an issue. Where I know other men who have the children for a day and they are a bit kind of at a loose end and they want to take them out and it is all a bit of a trial really, and they are glad when it is over. Obviously that doesn't really bother me.

I: How does your wife feel with the situation?

R: Ehm... I think, generally, - you know - quite happy, I mean, I think we feel we've made the right decision for our daughter. Financially I think we are glad we are doing this. Although we haven't got as much money as we used to, there is an element that we would be giving out money to child minders anyway, you see, so... We certainly think it is better for her. I mean, I think there are issues, in the sense of... I think she perhaps likes to work less hours sometimes. And, of course, there are always these issues between men and women about housework. Because I'm here all the time - you know - I suppose there are always questions about: ‘Why haven't you done this?’, and: ‘Why haven't you done that?’ I mean, generally, we are kind of happy with it but, well, perhaps we are moving on to another stage now. My wife is still busy. I don't think it is easier for her to work less hours anyway. The way the public sector is now, civil servants are like public enemy number one in this country at the moment now. You know, the source of all ills at the moment, so her job is always finding balance at the moment, as most people are. So it is not really a time to work less hours. In fact, after Easter, we are having a child minder just to pick her up one day a week. So, at the moment, my wife leaves work early on a Thursday, Friday, she, in fact, leaves work at half past 2 which you can get away with on a Friday but on a Thursday she's found that increasingly difficult to do. So, we are having a child minder just one day a week although that may expand a little after that, but I think we are happy with that because our daughter is that much older now. She's six in the summer.

I: OK, thank you very much.

Metadata

Other Topic categories:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
IDENTITY
Tags:
caring/carer/care giver, roles/role pattern, (not) questioning/(no) doubts, fulfilment, career path, occupation/job, part time/full time, reconciliation private/professional
Male, 48 Non EU countries

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