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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
            • 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
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            • Additional resources
          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
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          • Tool 7: Defining gender-sensitive project selection criteria
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          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
          • Tool 9: Mainstreaming gender equality in project design
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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
          • References
          • Abbreviations
          • Acknowledgements
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  • The GEAR Step-by-Step Guide

Gender Equality in Academia and Research

PrintDownload as PDF
  • 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

Step 5: Monitoring progress and evaluating a Gender Equality Plan

Monitoring and evaluation as part of the process of change

A Gender Equality Plan is meant to address several issues at once, and to rely upon a complex set of measures. Hence, from its earliest stage, monitoring and evaluation instruments are to be foreseen. Such instruments allow among others to assess the progress that is made towards targets, based on indicators.

Monitoring and evaluation instruments are however often lacking, which undermines the transformative potential of planned actions. If objectives are not indexed on relevant progress, success or outreach indicators, it is difficult to assess whether the organisation is being actually transformed. This might also reduce the commitment of stakeholders towards those objectives.

For these reasons, monitoring and evaluation instruments are firstly to be seen as tools supporting effective actions and creating accountability. Secondly, by providing indicators against which actions can be assessed and resources allocated, they also enhance the knowledge about on-going changes.

Baseline assessment (or ‘ex-ante evaluation’)

Evaluation is often conceived only as ex-post. Yet, Gender Equality Plans are better designed if relying upon a comprehensive assessment of the status of gender equality.

This assessment can take different forms. An audit can be carried out with the support of external and impartial expertise. Internal knowledge about gender and the institution itself can also be mobilised. Different tools can be used for investigating gender inequalities, bias and imbalances at all levels, including pilot studies, surveys, focus groups, interviews or ethnographic observation.

Have a look at the section on ‘analysing and assessing the state-of-play in the institution’. Gender Equality Plans carried out with appropriate resources and expertise, such as those supported by the European Commission, often draw on comprehensive diagnoses.

As a result, actions are planned starting from the knowledge of actual situations and processes. They are also more tailored to the needs of the institution.

Additionally, ex-ante evaluation, by drawing attention to gender-related issues, helps securing support, raising awareness, and mobilising stakeholders. It has the potential to give voice to stakeholders who are not in a position of advantage, and to create support for changes. Open, collaborative processes, involving different categories of stakeholders, can help building consent around the diagnosis of the situation, and foreseen solutions.

Legal requirements often exist to gather basic data on gender equality in research and higher education institutions (e.g. on the number of women and men in professorship positions). These efforts are usually formal. However, they may already provide a baseline for the analysis. Therefore, ex-ante evaluation should integrate existing instruments so as to increase its legitimacy, and make the most of available data.

Monitoring implementation

Monitoring actions once they are being implemented is key to inform about how they address actual needs, and effectively support change. Gender Equality Plans should mobilise a large number of different actors within the organisation. It is deemed important for those who pilot actions to have a good command of what is going on.

Monitoring does not only enable to see where and how actions are being implemented. It can also indicate whether or not a transformative dynamic is going on. Well-thought monitoring mechanisms can help identifying and addressing potential sources of resistance to change. Last but not least, a virtuous cycle can make monitoring tools part of a continuous enhancement process.

As such, these instruments can be both part of the piloting of the actions, and external to it, in order to grant implementation both with a sight on overarching goals, and a more distant stance on the actions. In all cases, gender expertise will be required, potentially along with other expertise on change dynamics or other specific issues tackled by the Gender Equality Plan.

Actions can thus be regularly monitored by setting up appropriate indicators and follow-up instruments. Indicators should be implementation-oriented, and adapted to the purposes of the action. Actions aimed at increasing the participation of women in senior positions should not only be monitored by looking at figures.

Assessing the enrolment in supporting schemes (such as training, mentoring or reserved fellowships) and their impact on the actual gender balance is relevant. But indicators on the transparency of recruitment, promotion and evaluation procedures are also needed.

Similarly, when tackling gender-based violence and sexual harassment, assessing reported cases and the functioning of alert and resolution mechanisms should not be the only concern. Checking how actual cases are qualitatively dealt with can effectively support action, and measuring how a gender sensitive culture is developing in the organisation, for instance by means of a periodic survey, can also effectively support action.

Monitoring sessions with core and/or extended teams, in our experience, are crucial moments of self-reflexivity about the processes which have been set in motion, and how to strategically steer the project to achieve more.(Marina Cacace, L'Assemblea delle Donne per lo Sviluppo e la Lotta all'Esclusione Sociale (ASDO), evaluator of the EU-funded STAGES project)

Evaluation to be context-sensitive

Evaluation is taking an ever greater place in research organisations and higher education institutions. These institutions’ overall performance with regard to management, financial health, innovation and outputs are increasingly evaluated. Evaluation has often become key to access public funding, and international rankings play a major role in the strategies of research organisations.

Researchers themselves are not immune to evaluation and beyond peer-reviewing, their achievements are being scrutinised along different scales. But evaluation is not only meant to support scientific excellence. Actions aimed at transforming research institutions to prevent gender bias, including in the way researchers are being evaluated, also need to be assessed.

Such assessment should take into account context-specific features, such as, but not exclusively:

  • The type of organisation
  • The research areas covered by the planned actions
  • Who is involved and targeted by the process of change
  • The existence of prior gender or other equality policies
  • The current status of the organisation: is it going through a broader process of change?

Quantitative indicators

Quantitative indicators are relevant whenever they are adapted to the objectives of the planned actions. It is widely acknowledged in research on evaluation that there is no evaluation, and hence, indicators, that can fit for all. Quantitative indicators most often include:

  • the number of female candidates for positions in which they are under-represented
  • the number of women and men in selection panels (for recruitment and promotion)
  • horizontal sex segregation in respective categories of occupation
  • the number of women and men targeted and reached by gender awareness-raising or training actions planned
  • gender ratios in accessing research grants (and other resources, e.g. laboratories or personnel)
  • the gender pay gap among different categories of staff, including researchers

This list is by no means exhaustive, and indicators can also be set to measure respective positions of men and women with in relation to work-life balance, leaves, evaluation scores (…). Such indicators help building accountability for the successes or failures of implemented measures. They also create perspectives.

Yet, alone, they are either little predictive for long-term transformations or changes that can be steady and collateral to the main objectives.

Transforming complex organisations, challenging processes, routines and power relations that contribute to shape the distribution of positions among researchers, takes time. This scale of time is not necessarily the one ascribed by the evaluation. Hence, attention must also be paid to short-term and mid-term milestones and potential achievements.

Changes in prospect for greater equality are only possible with the support and engagement of key stakeholders and of a large part of the community. Evaluation should thus support existing dynamics and help measuring and addressing successes and challenges that are likely to emerge along the way.

Qualitative indicators

Quantitative indicators are not enough; qualitative indicators are also needed. Those may look at dimensions such as:

  • Mainstreaming of gender knowledge and awareness among the different categories of staff, including researchers. This can be measured for instance by the relevance given to knowledge creation on gender equality within the institution, its institutionalisation (in the form of dedicated programmes or departments), the dissemination of such knowledge across disciplines and research areas, to be evidenced by seminars, research projects with a gender component, etc. As regards gender awareness, the attention given to gender by different categories of stakeholders, through communication initiatives, codes of conduct, activities centred on gender-related aspects can also help evidencing changes.
  • The uptake of the gender equality objectives set by the Gender Equality Plan by different categories of stakeholders, to be for instance reflected in the different framings of gender inequalities within the organisation and their evolution towards a greater gender awareness.
  • The actual transformation towards greater gender-sensitivity of both formal and informal practices as the effect of implemented actions, notably in the areas of human resource management, decision-making, evaluation and governance.
  • The diffusion of a gender equality culture in terms of work conditions, verbal and non-verbal interactions, so as to reflect changes regarding the management of work-life balance, awareness on sexual harassment and other aspects of gender-based violence, non-sexist communication.

Qualitative indicators can contribute to a better knowledge of the process of change itself. They may bring evidence that change happens and that gender equality and awareness are not out of sight.

Qualitative indicators have also a stronger learning potential. They support self-reflexivity and may provide indications for a continuous enhancement of the implemented measures and actions.

Resources for sound monitoring & evaluation

Have a look at the section on ‘analytical measures, monitoring and evaluation’, where resources for sound monitoring and evaluation are indicated. These resources draw upon the experience of EU-funded projects and complex gender mainstreaming strategies. They have also the potential to be replicated in a variety of contexts.

Yet, each organisation operates in a different institutional and disciplinary context, and is confronted with different challenges as concerns gender equality. Hence, it is wise to reflect upon the actual conditions for available indicators, to be used meaningfully in your own institution.

Similarly, in those contexts where expertise is available either from public or private structures, it is useful to mobilise the expertise of external evaluators for gender audits and/or ex-post evaluation of implemented measures.

When drawing upon external expertise on evaluation, it is yet recommended to bring together external evaluators with people in charge of implementing change within the institution, so as to co-design monitoring and evaluation instruments adapted to your goals and constraints.

Need inspiration?

  • To assess gender structural change, the EU-funded GENOVATE project developed in 2016 comprehensive Guidelines for Evaluating Gender Equality Action Plans (GEAPs), which presents several specific features: 1) It fully takes into account the inputs from the evaluation literatures, carefully identifying the steps of the evaluation process and defining a theory of change adapted to the project’s purpose; 2) It also draws upon the insights from the critical analysis of gender mainstreaming implementation in a number of domains, thus highlighting the specific hindrances and resistances faced by social and institutional change aiming at gender equality and 3) it focuses on three fundamental dimensions of change: ideas, structures and people.

  • In order to support higher education and research Institutions in assessing their Gender Equality Plans, the EU-funded structural change project INTEGER prepared a number of ready-to-use templates, such as:
    • A checklist for the preparation of Self-Assessments that gives an overview of relevant steps to take in the preparatory phase of the assessment of the Gender Equality Plans.
    • A Data Monitoring Template which aims at facilitating the regular collection of sex-disaggregated data on the representation of women and men in different staff categories and decision-making bodies in the organisation.
    • A Context Report Template, a Process Report Template and an Impact Report Template for analysing qualitative and quantitative data.
    • A Self-Assessment (Final) Report Template which is aimed at supporting the writing of the final report, providing a structure and a list of suggested issues to address.
  • More examples.

Evaluation as key to sustainability and further enhancement

Ex-post evaluation of gender equality initiatives is often lacking. This considerably undermines the potential of gender mainstreaming. Evaluation does not only provide evidences of actual changes or failing attempts. It also enlightens the positive dynamics brought by gender mainstreaming strategies, and the opportunities they bring. Beyond the objectives ascribed, implemented measures are likely to produce positive side-effects:

  • Strengthened sense of community, more transparent recruitment, appraisal and evaluation procedures;
  • Stronger pluri-disciplinarity in research;
  • Improved working conditions.

Assessing the impact of these short-, mid- and long-term transformations is an opportunity to enhance the support to gender equality policies. It also paves the way for future, even more resolute actions, and offers a valuable knowledge for their design.

A thorough, context-sensitive and mixed evaluation approach should not be an overburden, but helps your strategy to make a difference.

Click below to continue to the next step and read how to ensure the sustainability of your actions. You can also go back to the previous step.

  • Step 4: Implementing a Gender Equality Plan

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Download the Gender Equality in Academia and Research - GEAR tool guide EN (852 KB)

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