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    • Risk assessment principles and steps
      • Principles
        • 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
      • Steps
        • 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
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      • Gender Equality Training
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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
        • Find a gender trainer
        • Gender Equality Training in the EU
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      • 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
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        • What is Institutional Transformation
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          • 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 is a Gender Equality Plan?
        • EU objectives for gender equality in research
        • Why change must be structural
        • Who is this guide for?
        • The GEAR Step-by-Step Guide
          • 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
        • Who is involved in a Gender Equality Plan?
        • Rationale for gender equality in research
        • Basic requirements and success factors
        • Obstacles and solutions
        • Legislative and policy backgrounds
          • Austria
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        • Relevant insights
        • Examples
          • A practice to award and ensure greater visibility for women researchers
          • A survey to know your institution
          • AKKA
          • Age limit extension in calls for female researchers with children under 10
          • Cascade Model GFZ
          • Compulsory awareness-raising session for B.A. students
          • Election procedure for the Board
          • Elections for the University's Council
          • Encouraging gender equality activities at the grassroots level across the university
          • Family-leave without consequences for the academic career
          • Gender Equality Report
          • Gender Project Manager
          • Gender Report
          • Gender Sensitive PhD Supervisor Toolkit
          • Gender and Diversity Controlling
          • Gender certification: a road to change? (SE)
          • Gender lectureship: a model for mainstreaming in higher education
          • GenderNet Freie Universität Berlin (DE)
          • High-profile tenure-track positions for top female scientists
          • Introducing a gender perspective in research content and teaching
          • Maternity Cover Fund and Return to Work policy
          • National connections at Fraunhofer Gesellschaft: the National Committee
          • Overcoming bias in personnel selection procedures
          • Participatory approach towards development of Career Development Plan
          • Protocol for preventing and tackling sexual harassment and gender-based violence
          • School of drafting and management for European projects
          • Stimulating personal development to improve women academics’ positions
          • Teaching-free period when returning from parental leave
          • The Gender Balance Committee of the Genomic Regulation Centre (ES)
          • WiSER (Centre for Women in Science and Engineering Research)
          • Women represented in all rounds of applications
        • Key resources
      • 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
        • 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
          • 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
          • Abbreviations
          • Acknowledgements
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    • Cyber violence against women
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      • 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
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        • Stereotypes
          • Avoid gendered pronouns (he or she) when the person’s gender is unknown
          • Avoid irrelevant information about gender
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        • Invisibility and omission
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          • Greetings and other forms of inclusive communication
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      • Test your knowledge
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      • EU policies on work-life balance
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      • The argument for work-life balance measures
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      • Step-by-step approach to building a compelling business case
        • Step 1: Identify national work-life balance initiatives and partners
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      • Toolbox for planning work-life balance measures in ICT companies
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        • How can I combat sexism? A ten-step programme for managers
        • How can all staff create cultural change
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        • Eradicating sexism to change the face of the EU
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Administrative data sources on GBV in

The data was collected in 2013 and may not accurately represent the present situation. The examples from the United Kingdom were published before the country's withdrawal from the European Union on 31 January 2020.

Administrative data sources

  • Administrative data source
    Ireland
    Violence, Justice
    Courts Service of Ireland
    Intimate Partner Violence, Rape, Sexual Assault (excl. rape)
  • Administrative data source
    Ireland
    Violence
    Safe Ireland
    Intimate Partner Violence
  • Administrative data source
    Ireland
    Violence
    Rape Crisis Network Ireland Database (RCNI)
    Intimate Partner Violence, Rape, Sexual Assault (excl. rape), Sexual Harassment, Stalking
View all

Legal Definitions

  • Ireland
    Violence, Justice
    Intimate Partner Violence
    Observations

    Intimate Partner / Domestic Violence: "Domestic Violence has not been defined in legislation." However, there is a Domestic Violence Act (1996) which says it is: “an act to make provision for the protection of a spouse and any children or other dependent persons, and of persons in other domestic relationships, whose safety or welfare requires it because of the conduct of another person in the domestic relationship concerned and for that purpose to repeal and re-enact with amendments the provisions of the family law (protection of spouses and children) act, 1981 , to provide for arrest without warrant in certain circumstances, to provide for the hearing at the same time of certain applications to a court under more than one enactment for orders relating to domestic relationships and to provide for other connected matters.”

    Legal provisions on protection orders: 

    Barring Order:an order which requires the violent person to leave the family home. The order also prohibits the person from further violence or threats of violence, and from watching or being near your home. It can be applied for by a Barring Order (spouse can apply, cohabitant, parent or child.

    Interim Barring Order:an immediate order, requiring the violent person to leave the family home. (put violent person out of home), Protection Order (does not put violence person out of home) safety order, breach of court order.

    Safety Order:an order of the court which prohibits the violent person from further violence or threats of violence. It does not oblige the person to leave the family home.

    Protection Order:an interim Safety Order.

    A breach of any of the above Court Orders is a criminal offence.

  • Ireland
    Violence, Justice
    Rape

    Ireland has two legal definitions of rape:

    1.A man commits rape if (a) he has unlawful sexual intercourse with a woman who at the time of the intercourse does not consent to it, and (b) at that time he knows that she does not consent to the intercourse or he is reckless as to whether she does or does not consent to it, and references to rape in this Act and any other enactment shall be construed accordingly.

    2. Asexual assault that includes (a) penetration (however slight) of the anus or mouth by the penis, or (b) penetration (however slight) of the vagina by any object held or manipulated by another person.

    Legal Source: 

    1.Criminal Law (Rape) Act 1981, Section 2

    2.Criminal Law (Rape) (Amendment) Act 1990, Section 4

  • Ireland
    Violence, Justice
    Sexual Assault (excl. rape)

    Sexual assault means an indecent assault on a male or a female.

    Observations

    Special circumstance: aggravated sexual assault is sexual assault involving serious violence or the threat of serious violence. In common with rape offences, the maximum sentence for aggravated sexual assault is life imprisonment.

    Legal Source: 

    Criminal Law (Rape) (Amendment) Act 1990, Section 2

  • Ireland
    Violence, Justice
    Sexual Harassment

    Harassment and sexual harassment. (s.14A of the Employment Equality Act 1998 (as amended by s.8 of the Equality Act 2004)
    14A.

    —(1) For the purposes of this Act, where—

    • (a) an employee (in this section referred to as ‘the victim’) is harassed or sexually harassed either at a place where the employee is employed (in this section referred to as ‘the workplace’) or otherwise in the course of his or her employment by a person who is—
      • (i) employed at that place or by the same employer,
      • (ii) the victim's employer, or
      • (iii) a client, customer or other business contact of the victim's employer and the circumstances of the harassment are such that the employer ought reasonably to have taken steps to prevent it,

    or

    • (b) without prejudice to the generality of paragraph (a)—
      • (i) such harassment has occurred, and
      • (ii) either—
        • (I) the victim is treated differently in the workplace or otherwise in the course of his or her employment by reason of rejecting or accepting the harassment, or
        • (II) it could reasonably be anticipated that he or she would be so treated,

    the harassment or sexual harassment constitutes discrimination by the victim's employer in relation to the victim's conditions of employment.

    (2) If harassment or sexual harassment of the victim by a person other than his or her employer would, but for this subsection, be regarded as discrimination by the employer under subsection (1), it is a defence for the employer to prove that the employer took such steps as are reasonably practicable—

    • (a) in a case where subsection (1)(a) applies (whether or not subsection (1)(b) also applies), to prevent the person from harassing or sexually harassing the victim or any class of persons which includes the victim, and
    • (b) in a case where subsection (1)(b) applies, to prevent the victim from being treated differently in the workplace or otherwise in the course of the victim's employment and, if and so far as any such treatment has occurred, to reverse its effects.

    (3) A person's rejection of, or submission to, harassment or sexual harassment may not be used by an employer as a basis for a decision affecting that person.

    (4) The reference in subsection (1)(a)(iii) to a client, customer or other business contact of the victim's employer includes a reference to any other person with whom the employer might reasonably expect the victim to come into contact in the workplace or otherwise in the course of his or her employment.

    (5) In this section ‘employee’ includes an individual who is—

    • (a) seeking or using any service provided by an employment agency, and
    • (b) participating in any course or facility referred to in paragraphs (a) to (c) of section 12(1),

    and accordingly any reference to the individual's employer includes a reference to the employment agency providing the service or, as the case may be, the person offering or providing the course or facility.

    (6) Where subsection (5) applies in relation to a victim, subsection (1) shall have effect as if for ‘in relation to the victim's conditions of employment’ there were substituted ‘contrary to section 11’ or, as the case may be, section 12.

    (7)

    • (a) In this section—
      • (i) references to harassment are to any form of unwanted conduct related to any of the discriminatory grounds, and
      • (ii) references to sexual harassment are to any form of unwanted verbal, non-verbal or physical conduct of a sexual nature,

    being conduct which in either case has the purpose or effect of violating a person's dignity and creating an intimidating, hostile, degrading, humiliating or offensive environment for the person.

    • (b) Without prejudice to the generality of paragraph (a), such unwanted conduct may consist of acts, requests, spoken words, gestures or the production, display or circulation of written words, pictures or other material.

    s.11 of the Equal Status Act 2000 (as amended by s.51 of the Equality Act 2004).7
    Sexual and other harassment.
    11.

    • —(1) A person shall not sexually harass or harass (within the meaning of subsection (4) or (5)) another person (“the victim”) where the victim—
      • (a) avails or seeks to avail himself or herself of any service provided by the person or purchases or seeks to purchase any goods being disposed of by the person,
      • (b) is the proposed or actual recipient from the person of any premises or of any accommodation or services or amenities related to accommodation, or
      • (c) is a student at, has applied for admission to or avails or seeks to avail himself or herself of any service offered by, any educational establishment (within the meaning of section 7) at which the person is in a position of authority.
    • (2) A person (“the responsible person”) who is responsible for the operation of any place that is an educational establishment or at which goods, services or accommodation facilities are offered to the public shall not permit another person who has a right to be present in or to avail himself or herself of any facilities, goods or services provided at that place, to suffer sexual harassment or harassment at that place.
    • (3) It shall be a defence for the responsible person to prove that he or she took such steps as are reasonably practicable to prevent the sexual harassment or harassment, as the case may be, of the other person referred to in subsection (2) or of a category of persons of which that other person is a member.
    • (4) A person's rejection of, or submission to, sexual or other harassment may not be used by any other person as a basis for a decision affecting that person.
    • (5)
      • (a) In this section—
        • (i) references to harassment are to any form of unwanted conduct related to any of the discriminatory grounds, and
        • (ii) references to sexual harassment are to any form of unwanted verbal, non-verbal or physical conduct of a sexual nature, being conduct which in either case has the purpose or effect of violating a person's dignity and creating an intimidating, hostile, degrading, humiliating or offensive environment for the person.
      • (b) Without prejudice to the generality of paragraph (a), such unwanted conduct may consist of acts, requests, spoken words, gestures or the production, display or circulation of written words, pictures or other material.
    Observations

    Sexual harassment is prohibited as a form of discrimination both in the field of employment under the Employment Equality Acts 1998-2011 and in the supply of and access to goods and services under the Equal Status Acts 2000-2012

    Legal Source: 

    Employment Equality Acts 1998-2011 and Equal Status Acts 2000-2012.

  • Ireland
    Violence, Justice
    Stalking

    In Ireland, stalking is covered under"harassment": any person who, without lawful authority or reasonable excuse, by any means including by use of the telephone, harasses another by persistently following, watching, pestering, besetting or communicating with him or her, shall be guilty of an offence. A person harasses another where (a) he or she, by his or her acts intentionally or recklessly, seriously interferes with the other's peace and privacy or causes alarm, distress or harm to the other, and (b) his or her acts are such that a reasonable person would realise that the acts would seriously interfere with the other's peace and privacy or cause alarm, distress or harm to the other.

    Observations

    Whilst the term stalking is not specifically used, the concept is considered to be encompassed by this harassment provision. The Law Reform Commission of Ireland is currently considering the adequacy of section 10. A discussion or consultation paper is anticipated shortly in relation to their consideration of the provision and it is expected that their paper will also consider whether stalking should be specifically provided for in legislation.

    Legal Source: 

    Non-Fatal Offences against the Person Act 1997, Section 10 (1) and (2)

Literature and legislation

  • Ireland
    Health, Violence
    Report of the Task Force on Violence Against Women

    Report of the Task force on Violence against Women....

    Domestic Violence
  • Ireland
    Health, Violence
    VIOLENCE AGAINST WOMEN AND THE ROLE OF GENDER EQUALITY, SOCIAL INCLUSION AND HEALTH STRATEGIES - National Report Hungary

    Country of origin: INT Q1. Does the document discuss/deal with…...

    Gender-based violence
  • Ireland
    Health, Violence
    UNECE QUESTIONNAIRE ON THE IMPLEMENTATION OF THE BEIJING DECLARATION AND PLATFORM FOR ACTION AND BEIJING + 5 REPONSE OF IRELAND

    Country of origin: INT Q1. Does the document discuss/deal with…...

    Gender-based violence
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