• Step 9: Plan and implement a monitoring framework and procedures

    Monitoring is a process that consists in the ‘systematic and continuous collecting, analysing and using [of] information for the purpose of management and decision-making’. This process aims at ensuring the continuing relevance and effectiveness of the initiative. Regular monitoring needs to be planned and carried out on a regular basis throughout the implementation phase of the gender competence development initiative...

  • Step 8: Encourage people to attend the activity

    The gender-learning needs assessment and the gender organisational assessment should aim at identifying resistance among staff and obstacles to the effective implementation of gender training in the organisation. Commissioning authorities and gender-equality trainers should work together to implement a strategy to target this resistance. They should look for the appropriate rationale to promote training (e.g. demonstrate the financial advantages of...

  • Step 7: Actively participate in the design of the gender competence development initiative, keeping in mind the mandate of the organisation

    The commissioning authority’s participation in the elaboration of the training activity is necessary to help the trainer identify priorities, select the best learning approaches and ensure the relevance of the training content to the activities of the organisation. Participation of the commissioning authority is also advisable to ensure the sustainability of training over the long term. Commissioning authorities should recognise...

  • Step 6: Engage in the gender-learning needs assessment

    Prior to developing training, gender practitioners should conduct a gender-learning needs assessment aiming at assessing participants’ knowledge of gender issues and concepts, to better tailor training to their identified needs. Gender-learning needs assessment should particularly focus on assessing the ‘problems’, such as individual resistance or organisational weaknesses, and on developing tackling strategies. Commissioning authorities should support this exercise by actively...

  • Step 5: Select a trainer with competencies, skills and knowledge relevant to your organisation

    When looking at a trainer’s curriculum vitae, commissioning authorities should ensure that their knowledge, skills and competencies match the needs of the organisation. Gender-equality practitioners can have different backgrounds. In some Member States, commissioning authorities can rely on existing national qualification standards for gender professionals, where they exist, to assess the relevance of a trainer’s background. In some countries, a...

  • Step 4: Write good terms of reference (checklist)

    In order to find the relevant expertise and to develop effective gender equality training, commissioning authorities should carefully develop their terms of reference, taking into account the mandate of their organisation, its needs and the findings from the gender organisational assessment. The checklist below provides a non-exhaustive list of the items that should be present in the tenders for commissioning...

  • Step 3: Ensure that sufficient resources have been allocated to implement the initiative and plan a follow-up strategy

    One-off sessions are rarely enough on their own to provide participants with the necessary knowledge and tools to effectively mainstream gender. Gender competence development needs to be understood as an ongoing and long-term process. Resources (human and financial) need to be put in place to ensure that training is provided on an ongoing basis. This includes resources to support staff...

  • Step 2: Integrate gender competence development initiatives into a broader strategy for gender equality

    Based upon the gender organisational assessment, the organisation needs to plan the objectives, rationale, inputs, outputs, outcomes and impacts that are expected from an initiative at individual, organisational and wider societal level. These should be closely linked to the overall equality objectives of the organisation, either as defined in its equality strategy or in its internal policy for gender equality...

  • Step 1: Assess the needs for (regular) gender competence development initiatives in the organisation

    Prior to commissioning gender competence development activities, the organisation should identify what changes it expects and what it wants to achieve through training, in order to select the most suitable form of gender-equality competence development initiative. Commissioning authorities should be aware of the benefits of training activities, but be realistic about their limits too. The aim of gender-equality training is...

  • How to: guiding principles for commissioning authorities

    These guiding principles present the minimum standards that need to be followed if institutions wish to design effective skills development interventions. They are aimed at authorities that commission gender-equality training, as well as their respective staff. Commissioning authorities play a key role in planning, implementing, monitoring and evaluating gender-equality competence development initiatives. These guidelines do not promote a one-size-fits-all approach...

  • Who is the guide for?

    This online tool is designed to stimulate investment in the gender-equality skills of public administration employees and to facilitate the process of designing effective gender-equality training. As gender equality training is a tool for gender mainstreaming, civil servants working for governmental, regional or local offices, departments or ministries tasked with integration of gender perspective into any policy, programme or project...

  • Why invest in gender-equality training?

    All rules relevant to gender have an effect on living conditions and access to resources for women and men. This effect is known as "gender impact." Assessment the gender impact of any initiative involves a process of analysis to determine the impact (tangible results) that the intervention could have on the effective equality of women and men. In order to...