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Lyčių aspekto integravimas

  • Kas yra lyčių lygybės aspekto integravimas?
    • Policy cycle
  • Institutions and structures
    • Europos Sąjunga
    • EU Member States
    • Suinteresuotosios šalys
    • Tarptautinės organizacijos
  • Sektoriai
    • Žemės ūkis ir kaimo plėtra
      • Policy cycle
    • Kultūra
      • Policy cycle
    • Skaitmeninė darbotvarkė
      • Policy cycle
    • Ekonomika ir finansai
      • Economic Benefits of Gender Equality in the EU
      • Policy cycle
    • Išsilavinimas
      • Policy cycle
    • Darbas
      • Policy cycle
      • Struktūros
    • Energetika
      • Policy cycle
    • Verslumas
      • Policy cycle
    • Aplinka ir klimato kaita
      • Policy cycle
    • Sveikata
      • Policy cycle
    • Teisė
      • Policy cycle
    • Jūrų reikalai ir žuvininkystė
      • Policy cycle
    • Migration
      • Policy cycle
    • Skurdas
      • Policy cycle
    • Regioninė politika
      • Policy cycle
    • Mokslas
      • Policy cycle
    • Security
      • Policy cycle
    • Sportas
      • Policy cycle
    • Turizmas
      • Policy cycle
    • Transportas
      • Policy cycle
    • Jaunimas
      • Policy cycle
  • Toolkits
    • Gender Equality Training
      • Back to toolkit page
      • What is Gender Equality Training
      • Why invest in Gender Equality Training
      • Who should use Gender Equality Training
      • Step-by-step guide to Gender Equality Training
        • Preparation phase
          • 1. Assess the needs
          • 2. Integrate initiatives to broader strategy
          • 3. Ensure sufficient resources
          • 4. Write good terms of reference
          • 5. Select a trainer
        • Implementation phase
          • 6. Engage in the needs assessment
          • 7. Actively participate in the initiative
          • 8. Invite others to join in
          • 9. Monitoring framework and procedures
        • Evaluation and follow-up phase
          • 10. Set up an evaluation framework
          • 11. Assess long-term impacts
          • 12. Give space and support others
      • Designing effective Gender Equality Training
      • Find a gender trainer
      • Gender Equality Training in the EU
      • Good Practices on Gender Equality Training
      • More resources on Gender Equality Training
      • More on EIGE's work on Gender Equality Training
    • Gender Impact Assessment
      • Back to toolkit page
      • What is Gender Impact Assessment
      • Why use Gender Impact Assessment
      • Who should use Gender Impact Assessment
      • When to use Gender Impact Assessment
      • Guide to Gender Impact Assessment
        • Step 1: Definition of policy purpose
        • Step 2: Checking gender relevance
        • Step 3: Gender-sensitive analysis
        • Step 4: Weighing gender impact
        • Step 5: Findings and proposals for improvement
      • Following up on gender impact assessment
      • General considerations
      • Examples from the EU
        • European Union
          • European Commission
        • National level
          • Austria
          • Belgium
          • Denmark
          • Finland
          • Sweden
        • Regional level
          • Basque country
          • Catalonia
        • Local level
          • Lower Saxony
          • Swedish municipalities
    • Institutional Transformation
      • Back to toolkit page
      • What is Institutional Transformation
        • Institutional transformation and gender: Key points
        • Gender organisations
        • Types of institutions
        • Gender mainstreaming and institutional transformation
        • Dimensions of gender mainstreaming in institutions: The SPO model
      • Why focus on Institutional Transformation
        • Motivation model
      • Who the guide is for
      • Guide to Institutional Transformation
        • Preparation phase
          • 1. Creating accountability and strengthening commitment
          • 2. Allocating resources
          • 3. Conducting an organisational analysis
          • 4. Developing a strategy and work plan
        • Implementation phase
          • 5. Establishing a support structure
          • 6. Setting gender equality objectives
          • 7. Communicating gender mainstreaming
          • 8. Introducing gender mainstreaming
          • 9. Developing gender equality competence
          • 10. Establishing a gender information management system
          • 11. Launching gender equality action plans
          • 12. Promotional equal opportunities
        • Evaluation and follow-up phase
          • 13. Monitoring and steering organisational change
      • Dealing with resistance
        • Discourse level
        • Individual level
        • Organisational level
        • Statements and reactions
      • Checklist: Key questions for change
      • Examples from the EU
        • Preparation phase
          • 1. Strengthening accountability
          • 2. Allocating resources
          • 3. Organisational analysis
          • 4. Developing a strategy and working plan
        • Implementation phase
          • 5. Establishing a support structure
          • 6. Setting objectives
          • 7. Communicating gender mainstreaming
          • 8. Introducing methods and tools
          • 9. Developing Competence
          • 10. Establishing a gender information management system
          • 11. Launching action plans
          • 12. Promoting within an organisation
        • Evaluation and follow-up phase
          • 13. Monitoring and evaluating
    • Gender Equality in Academia and Research
      • Back to toolkit page
      • What 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
        • 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
      • 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
      • Resources
        • References
        • Abbreviations
        • Acknowledgements
  • Metodai ir priemonės
    • Browse
    • Apie EIGE metodus ir priemones
    • Lyčių analizė
    • Gender Audit
    • Informuotumo apie lytis didinimas
    • Gender Budgeting
    • Lyties poveikio verrtinimas
    • Kompetencijų tobulinimas - Lyčių lygybės mokymai
    • Vertinimas
    • Indikatoriai
    • Monitoringas
    • Gender Planning
    • Lyties atžvilgiu jautrūs pirkimai
    • Lyčių atžvilgiu jautrių suinteresuotų šalių konsultacijos
    • Lyčių atžvilgiu suskirstyti duomenys
    • Institucininio transformavimo priemonės
    • Metodų ir priemonių pavyzdžiai
    • Šaltiniai
  • Geroji praktika
    • Browse
    • Apie gerąją praktiką
    • EIGE požiūris į gerąją praktiką
  • Country specific information
    • Belgium
      • Overview
      • Browse all Belgium content
    • Bulgaria
      • Overview
      • Browse all Bulgaria content
    • Czechia
      • Overview
      • Browse all Czechia content
    • Denmark
      • Overview
      • Browse all Denmark content
    • Germany
      • Overview
      • Browse all Germany content
    • Estonia
      • Overview
      • Browse all Estonia content
    • Ireland
      • Overview
      • Browse all Ireland content
    • Greece
      • Overview
      • Browse all Greece content
    • Spain
      • Overview
      • Browse all Spain content
    • France
      • Overview
      • Browse all France content
    • Croatia
      • Overview
      • Browse all Croatia content
    • Italy
      • Overview
      • Browse all Italy content
    • Cyprus
      • Overview
      • Browse all Cyprus content
    • Latvia
      • Overview
      • Browse all Latvia content
    • Lithuania
      • Overview
      • Browse all Lithuania content
    • Luxembourg
      • Overview
      • Browse all Luxembourg content
    • Hungary
      • Overview
      • Browse all Hungary content
    • Malta
      • Overview
      • Browse all Malta content
    • Netherlands
      • Overview
      • Browse all Netherlands content
    • Austria
      • Overview
      • Browse all Austria content
    • Poland
      • Overview
      • Browse all Poland content
    • Portugal
      • Overview
      • Browse all Portugal content
    • Romania
      • Overview
      • Browse all Romania content
    • Slovenia
      • Overview
      • Browse all Slovenia content
    • Slovakia
      • Overview
      • Browse all Slovakia content
    • Finland
      • Overview
      • Browse all Finland content
    • Sweden
      • Overview
      • Browse all Sweden content
    • United Kingdom
      • Overview
  • EIGE leidiniai apie lyčių aspekto integravimą
  • Concepts and definitions
  • Power Up conference 2019
  • Videos
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  • DE - Deutsch
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  • SL - Slovenščina (slovenski jezik)
  • FI - Suomi
  • SV - Svenska
  • Menu
  • Lyčių aspekto integravimas
    • Kas yra lyčių lygybės aspekto integravimas?
      • Policy cycle
    • Institutions and structures
      • Europos Sąjunga
      • EU Member States
      • Suinteresuotosios šalys
      • Tarptautinės organizacijos
    • Sektoriai
      • Žemės ūkis ir kaimo plėtra
        • Policy cycle
      • Kultūra
        • Policy cycle
      • Skaitmeninė darbotvarkė
        • Policy cycle
      • Ekonomika ir finansai
        • Economic Benefits of Gender Equality in the EU
        • Policy cycle
      • Išsilavinimas
        • Policy cycle
      • Darbas
        • Policy cycle
        • Struktūros
      • Energetika
        • Policy cycle
      • Verslumas
        • Policy cycle
      • Aplinka ir klimato kaita
        • Policy cycle
      • Sveikata
        • Policy cycle
      • Teisė
        • Policy cycle
      • Jūrų reikalai ir žuvininkystė
        • Policy cycle
      • Migration
        • Policy cycle
      • Skurdas
        • Policy cycle
      • Regioninė politika
        • Policy cycle
      • Mokslas
        • Policy cycle
      • Security
        • Policy cycle
      • Sportas
        • Policy cycle
      • Turizmas
        • Policy cycle
      • Transportas
        • Policy cycle
      • Jaunimas
        • Policy cycle
    • Toolkits
      • Gender Equality Training
        • Back to toolkit page
        • What is Gender Equality Training
        • Why invest in Gender Equality Training
        • Who should use Gender Equality Training
        • Step-by-step guide to Gender Equality Training
            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
            • 3. Ensure sufficient resources
            • 4. Write good terms of reference
            • 5. Select a trainer
            • 6. Engage in the needs assessment
            • 7. Actively participate in the initiative
            • 8. Invite others to join in
            • 9. Monitoring framework and procedures
            • 10. Set up an evaluation framework
            • 11. Assess long-term impacts
            • 12. Give space and support others
        • Designing effective Gender Equality Training
        • Find a gender trainer
        • 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 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
          • 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
        • 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
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            • Step 1. Alignment with the EU’s strategic engagement goals for gender equality and national gender equality goals
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            • Step 4. Following-up through the use of indicators within M&E systems
            • Fictional case study 1: reconciling paid work and childcare
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            • Fictional case study 3: balancing care for oneself and others
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            • 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
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Gender analysis

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Gender mainstreaming tool
Publication date:
05 Kovas 2015
Gender analysis
Gender analysis provides the necessary data and information to integrate a gender perspective into policies, programmes and projects.

What is gender analysis?

Gender analysis provides the necessary data and information to integrate a gender perspective into policies, programmes and projects. As a starting point for gender mainstreaming, gender analysis identifies the differences between and among women and men in terms of their relative position in society and the distribution of resources, opportunities, constraints and power in a given context. In this way, conducting a gender analysis allows for the development of interventions that address gender inequalities and meet the different needs of women and men.

Definition and purpose

The European Commission defines gender analysis as ‘the study of differences in the conditions, needs, participation rates, access to resources and development, control of assets, decision-making powers, etc., between women and men in their assigned gender roles’ [1].

The purpose of gender analysis is to identify and address gender inequalities, by [2]:

  • acknowledging differences between and among women and men, based on the unequal distribution of resources, opportunities, constraints and power;
  • ensuring that the different needs of women and men are clearly identified and addressed at all stages of the policy cycle;
  • recognising that policies, programmes and projects can have different effects on women and men;
  • seeking and articulating the viewpoints of women and men and making their contribution a critical part of developing policies, programmes and projects;
  • promoting women’s participation and engagement in community, political and economic life;
  • promoting better informed, gender-responsive and effective interventions.

Gender analysis involves acknowledging the historical and social inequalities faced by women and aims to inform the design of policies, programmes and projects to address these inequalities. This includes consideration of women’s particular experiences, roles and responsibilities, and their level of access to resources and decision-making.

Why is gender analysis important?

Gender analysis provides information on the different roles of women and men at different levels in policies, programmes and projects; their respective access to and control over resources, and the material and non-material benefits of society; and their gender-specific needs, priorities and responsibilities [3].

A thorough gender analysis enables policymakers to understand gender inequalities in a given situation or sector, as it not only describes the current state of contextual situations by gender, but also explores the causes and effects of gender disparities on the target group. Looking at the underlying causes of gender inequalities and discrimination can assist in setting relevant and targeted objectives and measures to eliminate gender inequalities [4]. In this way, gender analysis contributes to the improved gender responsiveness of policies and legislation as it provides the basis for ensuring that the needs of all citizens — women and men — are adequately addressed [5].

When focused on organisations and institutions, gender analysis is also important in determining how the nature of their service delivery may affect women and men, or how institutions themselves are also ‘gendered’, for example, in the workplace in terms of recruitment practices, the gendered divisions of labour and women’s access to decision-making positions [6]. (Read more on Gender Audit).

How does gender analysis work?

As part of the broad category of socioeconomic analysis, gender analysis starts by identifying and explaining gender inequalities in a specific context. This helps to build an understanding of different patterns of participation, involvement, behaviours and activities that women and men have in economic, social and legal structures, and the implications of these differences.

The following are three suggested steps to take when carrying out gender analysis.

1. Collecting available data.

The first step is to collect available data and information and to identify data gaps.

  • Identify relevant data to provide a picture of the gender equality situation in a given context.
  • Draw on existing qualitative and quantitative research findings as a basis for evidence-based data.
  • Ensure that data is disaggregated by sex (and other intersecting forms of discrimination, such as age, ethnicity and any other factors relevant to shedding light on intersectionality).
  • Identify where further data is needed and generate additional data that captures gender issues.

2. Identifying gender differences and the underlying causes of gender inequalities.

The second step is to uncover the underlying causes of gender inequalities and seek to examine and address the cause of the problem in order to fully meet the different needs of women and men.

  • Reveal and examine differences and inequalities in women’s and men’s lives. Without this step, ‘unexpected’ consequences of policies, programmes and projects can arise, which may prompt the failure of the intervention or lead to further inequalities and discrimination. Where inequalities between women and men are found, they must be analysed in order to establish both their causes and their effects.
  • Include and integrate relevant gender issues, gaps and inequalities into the full problem analysis. In particular:
    • assess how the gender division of labour and patterns of decision-making affect the policy, programme or project;
    • assess who has access to and control over resources, assets and benefits, including programme or project benefits;
    • assess the barriers and constraints on women and men participating in and benefiting equally from the policy, programme or project.
  • Explore the representation and participation of women and men in different policy sectors and at different levels. Specifically:
    • define in what way your policy aims to respond to the needs of women and men;
    • describe how the policy will affect the everyday lives of women and men or specific groups of women and men, taking intersectional inequalities into account (i.e. relating it to age, bodily ability, ethnicity, migration status, income, etc.);
    • define the differences between women and men in the policy area (with regard to rights, participation and representation, access to and use of resources, social norms that affect gender roles and relations and gender-specific behaviour);
    • identify gender gaps among professionals (e.g. in pay and access to senior and leadership positions) in the main institutions in the sector;
    • identify the role of women in management at the local and national levels in the sector;
    • where relevant, consider the governance of the institution through a gender lens, by assessing whether and how selection, appraisal, promotion and evaluation practices reflect gender stereotypes that disadvantage female employees and managers (Read more on EIGE’s Gender Institutional Transformation toolkit).

3. Informing policies, programmes and projects.

Gender analysis is essential to the mainstreaming of a gender perspective through the policy cycle. It is a preparatory step for the planning stage and serves to inform the development policies, programmes and projects which respond to the different needs of women and men. A rigorous gender analysis will ensure that sound and credible advice is provided and the policies, programmes and projects developed on the basis of it will have greater credibility and validity among those affected by them.

To guarantee this, improving the gender expertise of those who are to be involved in the development and implementation of gender analysis can be achieved through gender equality training, which provides participants with the relevant knowledge, skills and values (Read more on EIGE’s Gender Equality Training toolkit).

Gender analysis frameworks

There are a number of different frameworks for undertaking gender analysis. They represent step-by-step tools for carrying out gender analysis, which assist in raising questions, analysing information and developing strategies to increase women’s and men’s representation and participation in policies, projects and programmes. These frameworks have been developed to address different aspects of gender equality and are therefore useful for different policy priorities, programmes or projects.

The following are the best known gender analysis frameworks, which are often included as tools for gender mainstreaming and linked to gender planning frameworks and gender impact assessment frameworks. Some frameworks, such as the Levy framework, the capacities and vulnerabilities approach and the 4R method (described below) also address the questions of organisational change.

The Harvard Analytical Framework, also called the Gender Roles Framework, was one of the first frameworks developed to identify and understand the differences between men and women in their participation in the economy. It is used to collect information from the community and from households. The Harvard Analytical Framework describes who does each activity, who has access to and control of resources and the influence on gender roles. To do this, the framework is made up of four interrelated components:

  • The ‘activity’ profile answers the question of ‘Who does what?’ for all relevant productive and reproductive tasks.
  • The ‘access’ and ‘control’ profiles identify the resources used in the identified tasks; define by gender who has access to these resources and control over their use; and define the benefits that result from each activity and those who have access to and control over these benefits.
  • The final section – ‘influencing factors’ – identifies factors that cause the differences in the gender roles identified in the three aforementioned profiles. Although this framework acknowledges and distinguishes women’s roles and work, it does not aim to challenge existing gender inequalities [7].

The Moser conceptual framework for gender analysis and planning is based on the concepts of gender roles and gender needs [8]. It distinguishes between two types of gender needs: those that relate to women’s daily lives but maintain existing gender relations (practical gender needs); and those that potentially transform existing gender subordination (strategic gender needs). The Moser framework includes gender role identification (in production, reproduction and community management); gender needs assessment; disaggregating control of resources and decision-making within the household; planning for balancing the triple role; distinguishing between different aims in policy interventions; and involving women and gender-aware organisations in planning. Through this framework, Moser identifies different approaches to planning interventions, taking into consideration the degree to which they aim to simply meet practical gender needs or challenge gender inequalities by meeting strategic gender needs [9]. The Harvard and Moser frameworks have been extremely important in explaining the gender division of labour, which is one of the central dynamics of social structure that gender analysis seeks to reveal, and the differences between women’s and men’s productive and reproductive roles.

The Levy conceptual framework, known as the web of institutionalisation, moves beyond the Moser framework by addressing gender mainstreaming in institutions for development planning. Levy developed a web of 13 inter-connected elements needed for the systematic institutionalisation of gender equality in policy and planning [10].

The capacities and vulnerabilities approach (CVA) was developed to tackle humanitarian and disaster-preparedness issues and mainly addresses questions of organisational change. The core idea behind this approach is that people have capabilities and vulnerabilities that will determine the effect that a humanitarian crisis will have on them and how they will respond to it. This framework asserts that in planning a policy, programme or project in this area, three main dimensions should also be investigated using a gender lens, namely: physical/material capacities and vulnerabilities; social/organisational capacities and vulnerabilities; and motivational/attitudinal capacities and vulnerabilities [11].

The social relations approach was developed by Naila Kabeer [12], and has been used by various government departments and non-governmental organisations as a planning framework. The approach is centred on the interchange between patriarchy and social relations. Unlike the Harvard framework, it does not focus on roles, resources and activities, but instead focuses on the relations between the state, market, community and family [13].

The gender analysis matrix framework encourages bottom-up analysis through community participation to identify how gender differences impact on four areas: labour; time; resources; and sociocultural factors. This framework provides a community-based technique for the identification and analysis of gender differences and is applied on the level of society, the household, the community, and men and women. In doing so, it assists the community in identifying and challenging their assumptions about gender roles in a constructive manner [14].

The 4R method provides a picture of the gender patterns that exist in organisations, their impact and a plan for remedying shortcomings. The 4R method is articulated in four steps:

  • Representation – surveying gender representation in an organisation that is implementing an intervention to provide a picture of the gender distribution at all levels of the decision-making process;
  • Resources – examining the allocation of resources — money, time, information, among others — between women and men;
  • Realia – analysing conditions to understand the reasons for the gender distribution of representation and resource allocation;
  • Realisation – formulating new objectives and measures to achieve gender equality [15].

Read more about the advantages of using gender-sensitive participatory processes

A gender participatory process is a crucial part of gender analysis frameworks and gender mainstreaming methods, this applies to every instance. By involving key decision-makers along with the groups and communities who will benefit from a policy, the transformative potential of this policy is greatly enhanced. A gender participatory process allows for the voices of underrepresented women and men to be heard and to be included in decision-making processes.

Based on women’s and men’s knowledge of their own local realities, this process makes it possible to identify the problems, needs and expectations of those whose lives will be directly affected by the decisions and subsequent interventions. In general, policy initiatives are more likely to succeed if they have been formulated through a participatory process, encouraging participation and engaging with diverse opinions and contributions from community members. Additionally, this process increases accountability insofar as policymakers commit to taking into account different points of view and the experiences of different groups of women [16].

Read more about gender-sensitive participatory processes on Gender Stakeholder consultations.

When to carry out gender analysis

Gender analysis can be applied to different ‘objects’ such as single projects, entire programmes, legislation and/or policy frameworks, along with specific intervention measures within these.

Gender analysis can be carried out at any time and at any stage of the policy cycle, although there are situations that present more opportune moments, such as:

  • during the initial design of a policy/programme/project (see Gender Planning);
  • before the implementation of a policy/programme/ project;
  • during the monitoring and evaluation of a policy/ programme/project to make it possible to understand whether data and information collected is meaningful in terms of gender and responds to the different needs of women and men (see more on Gender Monitoring and Gender Evaluation).

Regardless of the stage at which gender analysis is carried out, it is most useful when it is applied routinely to all aspects of policy, programme and project planning, implementation and review (rather than as an afterthought or add-on).

Key questions

Examples of key questions to be asked when conducting gender analyses are as follows:

  • Who is the target (both direct and indirect) of the proposed policy, programme or project? Women, men or both? Who will benefit, who may lose? Which women? Which men?
  • Have women and men who are challenged by a certain issue been consulted about its solution? How have they been involved in the development of the solution?
  • What specific mechanisms can be proposed to encourage and enable women to participate in the policy initiative or programme?
  • Who does what? What do women and men do, and where and when do these activities take place?
  • Who has what? Who has access to and control of resources, services and decision-making?
  • Does the policy, programme or project potentially challenge the existing division of tasks, responsibilities and resources among men and women?
  • How are activity, access and control patterns shaped by the socioeconomic context, structural factors (demographic, legal and institutional) and by cultural and religious aspects?
  • Where do opportunities or entry points for change exist? And how can they best be used?

Further information

Download the page as a PDF publication

Endnotes

European Commission, Communication from the Commission to the Council and the European Parliament — Programme of action for the mainstreaming of gender equality in Community development co-operation, COM(2001) 295 final), 2001.

Queensland government, Gender analysis toolkit, Office for Women, Brisbane, 2009.

International Training Centre of the International Labour Organisation, Training module — Introduction to gender analysis and gender-sensitive indicators, Gender Campus, Turin, 2009.

The European Community of Practice on Gender Mainstreaming (GenderCoP), European standard on gender mainstreaming in the ESF.

European Institute for Gender Equality, Gender Mainstreaming Platform, What is gender mainstreaming.

European Commission, International Cooperation and Development, Toolkit on Mainstreaming Gender Equality in EC Development Cooperation. Section 1: Hand-book on concepts and methods for mainstreaming gender equality.

International Labour Organisation, ILO/SEAPAT’s online gender learning & information module, Unit 1: A conceptual framework for gender analysis and planning.

Moser, C., Gender planning and development — Theory, practice and training, Routledge, New York, 1993.

Ibid.

Levy, C., The process of institutionalising gender in policy and planning: The “web” of institutionalisation, Working Paper No 74, University College London, London, 1996.

United Nations Development Programme, Gender in development programme — Learning & information pack, 2001.

Kabeer, N., Reversed realities — Gender hierarchies in development thought, Verso, London, 1994.

United Nations Development Programme, Gender in Development Programme — Learning & information pack, 2001.

Ibid.

Swedish Gender Mainstreaming Support Committee (JämStöd), Gender mainstreaming manual — A book of practical methods from the Swedish Gender Mainstreaming Support Committee, Stockholm, 2007.

Taylor, V., A quick guide to gender mainstreaming in development planning, Commonwealth Secretariat, London, 1999.

Other resources

Hunt, J., ‘Introduction to gender analysis concepts and steps’, Development Bulletin No 64, (2004) pp. 100-106.

Jhpiego, Gender analysis toolkit for health systems.

Leach, F., Practising gender analysis in education, Oxfam Skills and Practice, Oxfam, Oxford, 2003.

March, C., Smith, I. and Mukhopadhyay, M., A guide to gender-analysis frameworks, Oxfam, Oxford, 1999.

SIDA (Swedish International Development Cooperation Agency), Gender analysis — principles & elements, March 2015.

The Swedish Gender Equality Agency.

United States Agency for International Development, How to conduct a gender analysis, USAID Assist project, 2017.

Image copyright: Varavin88/Shutterstock.com

  • What is gender analysis?
    • Definition and purpose
    • Why is gender analysis important?
  • How does gender analysis work?
    • Gender analysis frameworks
    • When to carry out gender analysis
    • Key questions
  • Further information
  • Susijusi medžiaga

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