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            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
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            • 4. Write good terms of reference
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        • Designing effective Gender Equality Training
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        • Guide to Gender Impact Assessment
          • Step 1: Definition of policy purpose
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        • 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
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        • Checklist: Key questions for change
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            • 1. Strengthening accountability
            • 2. Allocating resources
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            • 4. Developing a strategy and working plan
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            • 6. Setting objectives
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        • What is a Gender Equality Plan?
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        • The GEAR Step-by-Step Guide
          • Step 1: Getting started
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      • Gender-sensitive Parliaments
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        • What is the tool for?
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        • 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
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        • Who is this toolkit for?
        • What is gender budgeting?
          • Introducing gender budgeting
          • Gender budgeting in women’s and men’s lived realities
          • What does gender budgeting involve in practice?
          • Gender budgeting in the EU Funds
            • Gender budgeting as a way of complying with EU legal requirements
            • Gender budgeting as a way of promoting accountability and transparency
            • Gender budgeting as a way of increasing participation in budget processes
            • Gender budgeting as a way of advancing gender equality
        • Why is gender budgeting important in the EU Funds?
          • Three reasons why gender budgeting is crucial in the EU Funds
        • How can we apply gender budgeting in the EU Funds? Practical tools and Member State examples
          • Tool 1: Connecting the EU Funds with the EU’s regulatory framework on gender equality
            • Legislative and regulatory basis for EU policies on gender equality
            • Concrete requirements for considering gender equality within the EU Funds
            • EU Funds’ enabling conditions
            • Additional resources
          • Tool 2: Analysing gender inequalities and gender needs at the national and sub-national levels
            • Steps to assess and analyse gender inequalities and needs
            • Step 1. Collect information and disaggregated data on the target group
            • Step 2. Identify existing gender inequalities and their underlying causes
            • Step 3. Consult directly with the target groups
            • Step 4. Draw conclusions
            • Additional resources
          • Tool 3: Operationalising gender equality in policy objectives and specific objectives/measures
            • Steps for operationalising gender equality in Partnership Agreements and Operational Programmes
            • General guidance on operationalising gender equality when developing policy objectives, specific objectives and measures
            • Checklist for putting the horizontal principle of gender equality into practice in Partnership Agreements
            • Checklist for putting the horizontal principle of gender equality into practice in Operational Programmes
            • Examples of integrating gender equality as a horizontal principle in policy objectives and specific objectives
          • Tool 4: Coordination and complementarities between the EU Funds to advance work-life balance
            • Steps for enhancing coordination and complementarities between the funds
            • Step 1. Alignment with the EU’s strategic engagement goals for gender equality and national gender equality goals
            • Steps 2 and 3. Identifying and developing possible work-life balance interventions
            • Step 4. Following-up through the use of indicators within M&E systems
            • Fictional case study 1: reconciling paid work and childcare
            • Fictional case study 2: reconciling shift work and childcare
            • Fictional case study 3: balancing care for oneself and others
            • Fictional case study 4: reconciling care for children and older persons with shift work
            • Additional resources
          • Tool 5: Defining partnerships and multi-level governance
            • Steps for defining partnerships and multi-level governance
            • Additional resources
          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
            • Steps to develop quantitative and qualitative indicators
            • ERDF and Cohesion Fund
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            • Additional resources
          • Tool 7: Defining gender-sensitive project selection criteria
            • Steps to support gender-sensitive project development and selection
            • Checklist to guide the preparation of calls for project proposals
            • Checklist for project selection criteria
            • Supplementary tool 7.a: Gender-responsive agreements with project implementers
          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
          • Tool 9: Mainstreaming gender equality in project design
            • Steps to mainstream gender equality in project design
            • Step 1. Alignment with partnership agreements’ and Operational Programmes’ gender objectives and indicators
            • Step 2. Project development and application
            • Step 3. Project implementation
            • Step 4. Project assessment
          • Tool 10: Integrating a gender perspective in monitoring and evaluation processes
            • Steps to integrate a gender perspective in M&E processes
            • Additional resources
          • Tool 11: Reporting on resource spending for gender equality in the EU Funds
            • Tracking expenditures for gender equality
            • Additional resources
          • References
          • Abbreviations
          • Acknowledgements
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      • Foreword
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      • Introduction
        • Still far from the finish line
        • Snail’s-pace progress on gender equality in the EU continues
        • More women in decision-making drives progress
        • Convergence on gender equality in the EU
      • 2. Domain of work
        • Gender equality inching slowly forward in a fast-changing world of work
        • Women dominate part-time employment, consigning them to jobs with poorer career progression
        • Motherhood, low education and migration are particular barriers to work for women
      • 3. Domain of money
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        • Paying the price for motherhood
        • Lifetime pay inequalities fall on older women
      • 4. Domain of knowledge
        • Gender equality in education standing still even as women graduates outnumber men graduates
        • Both women and men limit their study fields
        • Adult learning stalls most when reskilling needs are greatest
      • 5. Domain of time
        • Enduring burden of care perpetuates inequalities for women
        • Uneven impact of family life on women and men
      • 6. Domain of power
        • More women in decision-making but still a long way to go
        • Democracy undermined by absence of gender parity in politics
        • More gender equality on corporate boards — but only in a few Member States
        • Limited opportunities for women to influence social and cultural decision-making
      • 7. Domain of health
        • Behavioural change in health is key to tackling gender inequalities
        • Women live longer but in poorer health
        • Lone parents and people with disabilities are still without the health support they need
      • 8. Domain of violence
        • Data gaps mask the true scale of gender-based violence in the EU
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      • 10. Conclusions
    • Sexism at work
      • Background
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      • Part 2. Test yourself
        • How can I combat sexism? A ten-step programme for managers
        • How can all staff create cultural change
        • How can I report a problem?
        • Eradicating sexism to change the face of the EU
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My personal story

PrintDownload as PDF
Narrative
Šalis: Slovakia
Sex:
Male
Primary Topic:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
Metai:
1980, 1990

R: I do not have any special ideas about the male role. I believe that it is a question of mutual agreement. In our family, when kids were small, I must say that my wife took care of them more, I was not that present. I started to teach at that time. It was a very exciting period. I do not do domestic work. I never did. So yes, in the domestic tasks I am more egoistic than my wife, I admit. I usually sit in front of the computer and work on my things and I do not care about the household. A woman cannot afford it.
(…)

R: Afterwards I got married. We took all the decisions together so it is not gender… only the domestic work, I do not participate much so it is on my wife’s shoulders.

I: And when kids were small?

R: When kids were small I went out with them, for walks and so, but preparing food and so, it was done by my wife.

I: So you did mostly activities with them and played with them?

R: Yes, playing mostly and those useful things such as laundry and so… At that time I always studied something, I had a lot to do outside of the household.
(…)

I: Did you study all the time?

R: Yes, permanently. My whole life. (laugh) I was a chemist doing research so it took a lot of my time and then I started to teach at the university. So I had a lot of work.

I: Did you bring work to home?

R: I worked a lot at home. So if it was possible, I skipped domestic work. If it was not, I participated.
(…)

R: It was because I studied while working. My wife had already a degree at that time. I still studied, so I needed to prepare for classes. And then I changed the orientation from a chemist to a philosopher, so there was much to study to catch up. This was an important point. When I decided to change a career we discussed it together, I asked her for an opinion and she agreed. Later it seemed that it got to her nerves a bit because I really spent a lot of time studying, all my free time so I did not spend it with the family. But it has nothing to do with the fact that I am a man. I believe.

I: Can you imagine the situation reversed, that your wife would come and tell you that she is changing her career?

R: I cannot imagine that. (laugh) It was really a sort of sacrifice from her side. First few years I was really overloaded by it.

I: And why did you decide to change the profession?

R: It has been always my hobby, I just did not do it professionally. It was my only hobby, I do not garden or so. And when there was an opportunity to do it professionally…

I: In what period did it happen?

R: In nineties, after the revolution. The Marxist philosophers were leaving schools and they were looking for replacements. And I, that was when I met [name], we did home seminars and guys from [name of university] attended them. After the Marxist department finished they were looking for philosophers so the guys asked me to apply. So I did, just for fun, I did not expect to get the job. But I got it. So from one day to the next a chemist became a head of the philosophy department. (laugh)

I: It would probably be impossible nowadays.

R: Definitely not. That was such a period of history. But it had that negative consequence that the family suffered. I did not spend much time with children. The first years were really difficult.

Slovak

R: Pokiaľ ide o také veci ako voľba povolania, tak to sú veci, kedy sa radia so mnou. Deti.

I: Koľko máte detí?

R: Ja mám syna a dcéru. 30 ročný syn a 25 ročná dcéra. Čím sú starší, tým viacej sa radia so mnou. Neviem, či to súvisí s tým, že som muž. A to ide o také veci, o takú tú bežnú životnú prevádzku sa radia skôr s manželkou.

I: A čo sú tie veci, s ktorými sa radia s vami?

R: Takéto napríklad zamestnanie alebo čo ja viem sa rozhodujú, či študovať ďalej, doktorát robiť a tak ďalej, tak sa radia so mnou.

I: Vaša manželka pracuje?

R: Moja manželka pracuje, áno.

I: Čo robí?

R: Ona robí v [meno firmy] na životnom prostredí, Životné prostredie.

I: Lebo viete, že sa s vami radia o vzdelaní môže byť aj tým, že vy vlastne pôsobíte na škole.

R: No tak je to možné, pôsobím áno. Áno je to možné. Ale keď napríklad sa rozhodovala dcéra, že či študovať, aj syn, tak sa radil so mnou. Viac dali na môj názor. Tak samozrejme začali ste s tým, že pracujeme v školstve, ale ináč akože nie je tá deľba povinností nejak tak rodovo ako, ten rodový faktor sa tam nevyskytuje. Takže v tej rodine ťažko povedať, naozaj. Tak ja si myslím, že to, že je človek muž sa prejavuje v spôsobe, v spôsoboch, ale... Naozaj sa nevyskytol taký pocit, kde by sa to, že som muž, bola výhoda alebo nevýhoda.

I: To môže byť úplne nejaký, ja neviem, že zážitok zo školy. Mali ste pocit, že keď ste boli dieťa, že v škole sa chovali...

R: Ja som chodil do chlapčenskej triedy.

I: A vtedy, to bolo tak delené, že boli chlapčenské a dievčenské triedy?

R: Áno, boli chlapčenské a dievčenské triedy. Na priemyslovke sme už boli zmiešaní. Tam už, tak viete, v puberte, viete nie sú také životné situácie, kde by sa rozhodovalo, že je človek muž. Ale taká tá diferenciácia tam bola. To závisí skôr jaký ste muž. (smiech)

I: Určite, ale môžeme sa baviť aj o tom, že ako si predstavujete nejakú mužskú rolu.

R: Mužskú rolu ja si nepredstavujem. To je jak, myslím, že to je vec dohody. Každopádne v našej domácnosti, keď boli deti malé, tak viacej, musím povedať, že som viacej zanedbával, že viacej boli na krku manželky. Ja som vtedy začínal učiť. To boli dosť vzrušujúce časy. Nestarám sa o domácnosť ani som sa nikdy nestaral. Hej, no tak to musím povedať, že z hľadiska tej deľby práce v domácnosti sa správam egoistickejšie ako žena. Väčšinou sedím pri počítači a robím si svoje veci a veľmi sa o domácnosť nestarám. Keď toto by si možno žena nemohla dovoliť, no.

I: A máte pocit, že trebárs ste vraveli, že máte syna a dcéru, že ako je to so zapojením sa ich do nejakých domácich prác? Je tam rozdiel, ako sa zapája syn a ako sa zapája dcéra?

R: Ani veľmi nie. Rozdiel je v tom, že dcéra asistuje manželke, asistovala, keď ešte bola s nami. Syn nikdy. Hej, že, je tam taká rodová... na tie domáce práce syn veľmi no tak, to je aj vec výchovy, ale veľmi sa do toho nemá. Ale zase v kuchyni, keď je sám, vie toho spraviť viac jak ja.

I: Ale keď nemusí, tak nerobí?

R: Keď nemusí, tak nerobí.

I: Čiže trošku sa ako keby prebral ten rodičovský...

R: Áno, ten vzorec sa možno prevzal, hej.
(continuation after 2nd narrative)

R: No tak potom som sa oženil, no pri, všetko rozhodovanie sme robili spolu, takže tam tiež sa odo mňa, že by sa prejavilo, skôr... jedine naozaj, že sa viacej ulievam z domácich prác, čo si manželka nemôže dovoliť.
A keď boli deti malé?

R: Aj keď boli deti malé, tak ja som chodil, chodieval som s kočíkom na prechádzky a tak, ale pripravovať jedlo a tak, to robila manželka.

I: Čiže vy ste robili také skôr aktivity s nimi, také to hranie.

R: Takéto hranie a tie užitočné veci, pranie a toto, ale vtedy ešte... Stále som niečo študoval a stále som niečo mal také mimo domáce, bol som zamestnaný všeličím.

I: Vy te tak ako permanentne študovali?

R: ja som permanentne študoval celý život. (smiech) Nie tak, ja som predtým som robil ako vedu, výskum ako chemik, takže som veľa času tomu venoval, potom som učil na škole...Takže ja som naozaj o mnoho venoval veciam...

I: Ste si aj domov nosili prácu?

R: Áno. Pracoval som. Tak, kde sa dalo, tam som sa ulial. Kde sa nedalo, tam som robil zase som sa neulieval.

I: Napríklad?

R: Som napríklad vysával. Nakupujem, napríklad tiež niekedy. Teraz viac, predtým menej. Ale tak v kuchyni nerobím nič. Vlastne už teraz umývam riad, ale to som tiež nerobieval.

I: A zmenilo sa to prečo, že ste začali ten riad?

R: neviem, to tak samovoľne nejako. Možno aj tým, že už mám aj, už nepracujem toľko doma a mám taký voľnejší pracovný čas.

I: Deti žijú ešte s vami?

R: Prosím?

I: Či deti ešte žijú s vami? Nie. Už žijú inde. Mohlo aj to ovplyvniť, že zrazu je tam teda viac roboty a menej rúk?

R: Ale nie, nie. To nejak tým, že už proste som taký voľnejší. Tak ja som už v dôchodku, robím ešte, ale už doobeda som napríklad doma väčšinou. Som viacej doma a keď už som doma, tak niečo spravím. Predtým som bol veľmi málo doma.

I: A mali ste pocit, alebo rozprávali ste sa niekedy s manželkou ako ona vníma, že si sa viac venujete...

R: Rozprávali sme sa, to niekedy proste mi to vytkla, jasné. Potom som sa snažil týždeň a...

I: A ona nemala nikdy snahu nejako sa viac venovať tej práci?

R: No tak moja manželka nemala také ambície v tej práci, nie, viete, skôr domácnosť a tak. Tak si myslím, že tá jej práca... Proste nemá také ambície ani robiť kariéru ani robiť vedu alebo... Ju to tiež dosť zamestnáva, dosť toho má, ale príde domov a už sa práci nevenuje, viete. Príde domov (nezrozumiteľné)

I: A vaši rodičia pracovali obidvaja?

R: Ja som nemal otca, ja som, otec zomrel, ešte keď som bol malý a matka pracovala, dlho. Tak už bola na penzii potom.

I: Dobre, podľa mňa sa z toho dajú vybrať...

R: Neviem, na toto si musíte vyberať také špeciálne typy, to ja nie som. To si najskôr musíte spraviť taký predprieskum.

I: Podľa mňa každý človek má takýto zážitok, len nad tým nerozmýšľa. Väčšinou sa vždy tí ľudia tvárili tak, že ja k tomu nemám, čo povedať, ale vždy nakoniec na niečo prišli.

R: Ja som neprišiel na nič.

I: Ale nie, prišli ste. Ste hovorili o tých, čo je podľa mňa zaujímavé, že máte pocit, že tie rodové stereotypy vtedy fungovali viac a že boli brané oveľa automatickejšie než dnes.

R: Boli brané automaticky, hej, bolo to brané automaticky, to je pravda.

I: Že sa akože nediskutovalo o tom, že dievčatá budú trebárs robiť desiaty...

R: Nediskutovalo sa tom, boli tie špecializované povinnosti, hej. To sa bralo automaticky. Nejaký iný výskum si vyberte. (smiech)

I: A v tej rodine, vy máte taký ten konzervatívny model alebo tradičný model, že vy sa venujete viac kariére alebo ste sa venovali a tá manželka bola tá, ktorá sa starala o rodinu.

R: Bolo to tým, že naozaj som popri zamestnaní robil tú školu, takže manželka už bola vyštudovaná. Tak ja som ešte študoval, takže som musel sa učiť. A potom, keď som menil zamestnanie, z chemika sa stal filozof, tak som mal veľa čo dobiehať, aby to klapalo. Áno, to je rozhodujúci bod, že keď som chcel zmeniť povolanie, tak som sa s ňou radil, som jej vysvetlil, že čo to bude znamenať a nemala s tým žiadny problém. Myslím, že potom keď, po nejakom čase jej to už išlo na nervy dosť, lebo, nazaj pre mňa tie prípravy do školy mi zo začiatku zaberali všetok čas voľný, takže som sa nevenoval deťom. Ale to nesúvisí s tým, že som bol muž. Si myslím. Keby som bol žena akeby som mal...

I: Viete si to predstaviť naopak, keby manželka za vami prišla, že sa ide venovať teraz inému odboru?

R: (smiech) To si neviem predstaviť. Tak toto je naozaj, že... to bola od nej veľká obetavosť. Ja som naozaj prvé dva tri roky ma to pohltilo úplne.

I: A prečo ste sa rozhodli zmeniť...

R: Ja som, ja som sa tomu venoval vždy, len som to nerobil profesionálne. To bol môj koníček jediný, ja nemám žiadne také, že záhradka a také veci. Tak, keď sa naskytla príležitosť sa tým živiť, viete, to bolo...

I: A v akom období ste takto zmenili orientáciu?

R: Ja som možno, že 90-te, po revolúcii. Keď tí filozofi marxisti odchádzali zo školy a hľadali nových. A ja som vtedy, však, tam som sa zoznámil s [meno], sme robili také domáce semináre a chlapci, učitelia z [meno inštitúcie] chodili na tie semináre. Sa rozpustila katedra marxizmu a teraz hľadali ľudí na filozofiu, tak oni prišli za mnou, aby som sa prihlásil do konkurzu. Vtedy naozaj som nič od toho nečakal, len tak pre srandu som sa prihlásil a stal som sa vedúcim. To taká, radikálna zmena zo dňa na deň, z chemika vedúci katedry filozofie. (smiech)

I: Áno, to by dnes možno ani nešlo.

R: To by dnes určite nešlo, nie, nie. Tak to bola taká doba. Ale tak jeden neatívny dôsledok bol, že tá domácnosť tým trpela. Na deti som toho času veľmi málo. Tie prvé roky boli dosť ťažké.

I: Dobre, ďakujem.

Metadata

Other Topic categories:
LEISURE
PROFESSIONAL CAREER
Key actors: 
partner
Raktažodžiai:
caring/carer/care giver, conflict, family life, marriage/co-habitation, responsibility, roles/role pattern, hobby, career path, occupation/job, reconciliation private/professional
Male, 71 Slovakia

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