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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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  • FI - Suomi
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  • 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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          • Tool 11: Reporting on resource spending for gender equality in the EU Funds
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Gender Equality in Academia and Research

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  • Back to toolkit page
  • What is a Gender Equality Plan?
  • EU objectives for gender equality in research
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  • The GEAR Step-by-Step Guide
    • Step 1: Getting started
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Lithuania

PROMOTING GENDER EQUALITY IN RESEARCH

Legal framework

In Lithuania there were limited initiatives for adopting or amending legislation that would significantly contribute to the institutional change in mainstreaming gender equality in science and research.

The key law that explicitly identifies gender equality in education is the Law on Equal Opportunities for Women and Men (Lietuvos Respublikos moteru ir vyru lygiu galimybiu istatymas, 1998). The article 4 defines the duties of educational establishment and institutions of science and studies to implement equal rights for women and men in admission process, award grants and loans for studies, selection of the curricula and assessment of knowledge. In addition, the law sets out the conditions to identify the violation of equal treatment between women and men. The law also protects pupils, students and employees in the educational institutions from harassment and sexual harassment.

The Law on Equal Opportunities (Lietuvos Respublikos lygių galimybių įstatymas, 2003) defines discrimination on various grounds, including gender. Other provisions of the law set the duties for education and research institutions to follow the principles of equal opportunities in education. The prohibition of harassment and sexual harassment on the ground of gender (including other grounds as well) is also included.

The Law on Science and Studies (Lietuvos respublikos mokslo ir studijų įstatymas, 2009) establishes equal rights for each citizen of Lithuania to obtain university degree and for the best students to do research and improve their qualification.

Policy framework

In 2010, the Government of Lithuania (LR Vyriausybė) adopted the National Programme on Equal Opportunities for Women and Men for 2010-2014 (Valstybinė moterų ir vyrų lygių galimybių programa 2010-2014). It sets two main objectives in the area of education. These cover the monitoring of application of principles of equal opportunities for women and men in educational and research institutions and encouraging women to get the highest educational degrees in science and men to get university education. In the Action Plan for 2010-2014 three measures were defined to reach the above mentioned goals. First, the Plan stipulates the integration of the subject of equal opportunities for women and men in the calls for projects. No budget was allocated to this measure. The other measure included the organisation of trainings which would facilitate changing the discriminatory attitudes about women and men in the educational system. There were allocated 15.000 LT (4348 EUR) for the period of 5 years (2010-2014). The responsible body for both measures was the Ministry of Education and Science. Finally, the drafting of recommendations for educational and science institutions to ensure equal opportunities for women and men was planned. Structural funds were allocated to ensure the implementation of this measure through the project “Gender Equality in Science”.

In 2015, the Government of the Republic of Lithuania adopted the National Programme on Equal Opportunities for Women and Men for 2015-2021 (Valstybinė moteų ir vyrų lygių glaimybių programa, 2015-2021). It addresses the issues of unequal choices of women and men in their careers: women usually choose the “traditional” occupations and less prefer natural sciences (except medicine), physics and technologies. The government adopted the Action Plan for 2015-2017 which includes measures to encourage men to obtain university education and promote gender balance in various levels of studies.  Finally, there is a recommendation to revise content of textbooks and other educational materials from gender biased towards more balanced representation of women and men. The Ministry of Education and Science is in charge of implementing these measures. No budget was allocated for these measures for the whole five-year period.

By the end of 2014, the Ministry of Education and Science of the Republic of Education (LR Švietimo ir mokslo ministerija) adopted the Recommendations to Ensure Equal Opportunities for Women and Men in the Research and Studies Institutions. The Recommendations identify the key directions for these institutions to implement gender equality principles. These include the monitoring of how gendered balance is ensured in decision-making processes, how equality principles are followed in the distribution of resources and how women and men in an institution are affected by institutional rules and practices. The Recommendations suggest improving the process for recruitment, career progression and appointments to decision-making bodies, setting up the social environment for the reconciliation of family duties and professional work, developing gender equality plans, ensuring financial mechanisms to support institutional sectors to implements gender equality initiatives, and supporting the projects on gender equality.

Other stimulatory initiatives

Until October 2015, no stimulatory initiatives to promote gender in research have been set up in Lithuania.

Key actors

The Office of the Ombudsperson for Equal Opportunities implements the Law on Equal Opportunities for Women and Men and the Law on Equal Opportunities. It investigates the individuals’ complaints on violation of the equal rights and equal treatment in the labour market, education and provision of goods and services.  It is accountable to the Parliament of Lithuania (Seimas).

INITIATIVES FOR GENDER EQUALITY BY RESEARCH PERFORMING ORGANISATIONS

A recent study that analysed how gender equality was mainstreamed in the system of science and studies in public universities. The statutes of 14 public universities were examined for this purpose. The research shows that almost all universities, except War Academy of the General Jonas Zemaitis, do enshrine general principle of equal opportunities as provided in the Law on Science and Studies. However, no specific focus on gender equality principles could be found in the statutes of all universities.[1]

Though all universities enshrine general principles of equal opportunities in the statutes, in 2008, the Siauliai University set inner working rules allowing flexible working hours’ arrangements for employees with children under 10 years old, or in charge of caring a sick/disabled person or continuing studies in college or university. The individual schedules for an employee could be arranged with the permission of the Rector.[2]

In 2013 and 2014, the University of Siauliai initiated the award on the best implementation of gender equality in a department or institute. The criteria for granting this award consist of two main aspects: gender balanced representation across the faculty/institute’s staff and the existence of policies supporting gender equality in a faculty/department. In 2013, the Department of Technologies and Natural Sciences was awarded. In 2014, Siauliai University library together with the Students’ Agency of the Department of Technologies and Natural Sciences received the award.

The University of Siauliai is part of a consortium of an EU-funded structural change project (INTEGER). Several initiatives have been set up under this project. Within this project, an online tool for institutionalising gender equality was developed. The Model of Institutional Transformational Change is related to social innovation by capacity building: developing adequate knowledge, incentives and institutional infrastructure, so that the university can tackle the different problems of increasing the participation of women. This model is built on an integrative gender equality approach. The latter is based on the understanding of equal opportunities as an equal share of assets which is conceptualised as an equal share of paid work, money, decision-making power, knowledge and time. Following this model, a gender equality plan (T-GAP) was developed. The plan clearly describes the implementation process of the plan. It also identifies the key actors responsible for its implementation, along with their role in the process. The plan includes measures to support career progression for female researchers, as well as to provide conditions for reconciling work and personal life. The internal and external monitoring and evaluation of T-GAP has been ensured. Both quantitative (e.g. the representation of women in various academic ranks, in recruitment and promotion pools) and qualitative (e.g. process of change in organizational culture, experiences of academic climate, work culture) indicators are foreseen for evaluating the progress towards gender equality.

During the last University Council elections of Siauliai University, a step-by step guide to achieve a more balanced representation of women in the Council was developed.  The main strategic activities focused on identifying the active candidates, supporting them and lobbying/advocating for women candidates to be elected to the main decision body of the University. As a result, the number of women to the Council significantly increased from 0 % in 2011 to 36.3% in 2014.[3]

This university developed a scheme for supporting the researchers’ careers after maternity/paternity by providing them financial support for preparing their dissertation and defence, as well as other activities to improve their professional career.[4] Support was provided to both women and men, particularly for those men who took parental leave more than once. Nevertheless, more women benefitted from this support.

Finally, Siauliai University also set up a childcare centre which is open for the university community and library visitors to leave their children for short-time under the supervision of professional staff. This measure supports parents to actively engage in professional activities as they can attend public lectures or other public events, work in the library or lecture, hold exams, attend staff meetings, etc.

[1] Žalėniene,  p.372-377. 

[2] Sidlauskiene V. (2012) Norminiu teisės aktų dėl moterų ir vyrų lygybės nuostatų moksle ir studijose analizė (Analysis of legal acts on equality of women and men in science and studies), Lyčių studijos ir tyrimai, 2012, 10:71-103;   p. 24

[3] Pépin A. Et al. 2014, p. 33

[4] Pépin A. Et al. 2014, p. 34

RELEVANT EXAMPLES OF PRACTICES

Council Election Tactics and Strategy Plan

The EU-funded structural change project INTEGER has taken on a pioneering role at Siauliai University (SU) and in Lithuania as a whole in promoting institutional transformation in higher education institution. Within this project, the SU Council Election Tactics and Strategy Plan were developed in order to encourage a gender-balanced representation of the Council. 

A step-by-step guide was thought through to support female candidates. It included the following aspects: communication with the highest management staff at SU through formal meetings; consultation with the university lawyer about the possible ways of making women’s representation in the Council’s election; participation in the preparation of the election regulations; search for women candidates from SU representatives according to criteria such as loyalty to the university and commitment to implement gender equality at the university.

The design of individual election campaign to each of the candidates was an important step in the elections: different strategies were undertaken to highlight their talents and professional capacities to work in the Council. Each woman candidate’s strategy was discussed with the communications and marketing director of SU. Female candidates were promoted through a campaign in the city and national media, a videoconference in the etaplus (local newspaper) was organised, interviews with the candidates were posted on the university’s webpage and disseminated through a local TV station. The campaign tactics were based on positioning female candidates according to their active scientific work (at national and international level), academic (professional) activity and family balance, personal qualities, highlighting the units they had managed, etc. 

The election process was monitored during the whole election campaign.

As a result of this initiatives, the number of women to the Council significantly increased from 0 % in 2011 to 36.3 % in 2014.

Supporting the researchers’ careers after maternity/paternity

Within the framework of INTEGER, an EU-funded structural change project), Siauliai University developed a scheme for supporting the researchers’ careers after maternity/paternity by providing them financial support for preparing their dissertation and defence, as well as other activities to improve their professional career.[5] Support was provided to both women and men, particularly for those men who took parental leave more than once.  Nevertheless, more women benefitted from this support. 

An important step by Siauliai University was undertaken to lobby for the change in formal requirements for attestation of professional scientists. Alteration of Minimal Position Qualifying Requirements for research and HE Institution Research was approved in Seimas on 29 January 2014. The time period of pregnancy, birth and childcare leave can be excluded from the regulated timeframe in which the minimal qualifying requirements should be met.

SU also set up a childcare centre which is open for the university community and library visitors to leave their children for short-time under the supervision of professional staff. This measure supports parents to actively engage in professional activities as they can attend public lectures or other public events, work in the library or lecture, hold exams, attend staff meetings, etc.

[5] Pépin A. Et al. 2014, p. 34

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