good practices in gender mainstreaming towards effective gender training

8/3/2019 Good Practices in Gender Mainstreaming Towards Effective Gender Training

http://slidepdf.com/reader/full/good-practices-in-gender-mainstreaming-towards-effective-gender-training 1/40

Good Practicesin Gender

Mainstreaming

Towards Eective Gender Training

Mainstreaming Gender into the Policiesand the Programmes o the Institutions o European

Union and EU Member States



This publication intends to present EIGE’sapproach to collect, process and disseminategood practices in gender mainstreaming.

The document is the result o the contributionprovided by EIGE’s thematic network on GenderMainstreaming and Expert’s Forum members,

EIGE’s sta as well as rom the ndings o theSecond Ex-Ante Evaluation o EIGE and the“Study on the use o “good practice” as a toolor mainstreaming gender into the policies andprogrammes o the Institutions o EuropeanUnion and EU Member States”, commissioned tothe Fondazione Giacomo Brodolini (FGB).EIGE’s work on collection and dissemination o good practices in gender mainstreaming aims

to strengthen the implementation o gendermainstreaming strategy to support genderequality policies and at the same time intendsto increase the awareness about the potential o such experiences in terms o reduction o genderinequalities.

Neither EIGE nor any person acting on its behal may be held responsible or the use pertainingthe inormation contained in this publication.

The work has been coordinated by BarbaraLimanowska, Senior Gender MainstreamingExpert, with the contribution o the EIGE’s team,Ana Soa Fernandes, Jesper S. Hansen, IndreMackeviciute, Maurizio Mosca, Santiago Moran,Jurgita Peciuriene and Sandra Peger.

Europe Direct is a service to help you nd answers to your

questions about the European Union.

Freephone number(*): 00 800 6 7 8 9 10 11

(*) Certain mobile telephone operators do not allow access to 00 800 numbersor these calls may be billed.

More inormation on the European Union is available on the Internet (http://europa.eu).

Cataloguing data can be ound at the end o this publication.

ISBN 978-92-9218-019-5doi: 10.2839/24110

© European Institute or Gender Equality, 2011

Reproduction is authorised provided the source is acknowledged.

Printed in Italy



Good Practices in Gender Mainstreaming. Towards Eective Gender Training.Mainstreaming Gender into the Policies and the Programmes o the Institutions o European Union and EU Member States. 3

Foreword

In compliance with the Regulation establishingthe European Institute or Gender Equality (EIGE),the Institute has started working with selectedmethods and tools, which were considered andacknowledged as good practices in the eld o gender mainstreaming and the promotion o gender equality. In 2011 EIGE collected basicinormation on the gender mainstreaming toolsand methods in the Member States and will ocusits urther work on selected methods and tools

(M&T), and on Good Practices (GP) in gendermainstreaming on:1. the priority areas selected by the Presidencies o the Council o the European Union;2. the development o standards and objectivecriteria or the classication o “good practices” ingender mainstreaming;3. the development o a systematic approach togender training as one o the important tools orgender equality and gender mainstreaming.

To support the implementation o the CommissionStrategy or Equality between Women and Men2010-2015, and to increase the capacity o variousstakeholders and users by collecting, processingand oering coordinated access to gender training,the Institute will work on the transer o knowledge

in gender mainstreaming and gender equality,and will also promote existing training methods.It will map the gender mainstreaming trainingprovided in the Member States, acilitate eectivelinks between the policy makers, the researchcommunity and experts providing training and itwill promote discussion on standards or gendertraining.EIGE will also ocus on the development o acomprehensive approach to good practices,

including a set o criteria to identiy certain methodsand tools as good practices. The good practicesidentied will be processed and made availableon-line through the Resource and DocumentationCentre o the Institute.As part o the Institute’s work, the collectionand dissemination o good practices, tools andmethods will support eective gender equalitypolicies and gender mainstreaming strategies andtheir positive inuence on EU’s social development.

Virginija Langbakk Director

The European Instituteor Gender Equality (EIGE)

Forword



The European Institute or Gender Equality is an autonomous body o theEuropean Union, established to contribute to and strengthen the promotion

o gender equality, including gender mainstreaming in all Community policiesand the resulting national policies, and the ght against discrimination based onsex, and to raise EU citizens’ awareness o gender equality. Further inormationcan be ound at www.eige.europa.eu.

European Institute or Gender Equality

Švitrigailos g. 11MLT-03228 VilniusLithuania

Telephone: +370 5 239 4107Fax: +370 5 239 2163Email: [email protected]




Foreword ........................................................................................................................................................................................... 3

Introduction ..................................................................................................................................................................................... 7

Conceptualisation o gender mainstreaming........................................................................................................... 8

Conceptualisation o good practices in gender mainstreaming ................................................................. 8

Criteria or assessment o good practices in gender mainstreaming ..................................................... 11

Rationale or the choice o gender training ............................................................................................................ 13

Justifcation or the choice o the 6 good practices in gender training ............................................ 15

Six good practices in gender training ...................................................................................................................... 16

Gender Agent ............................................................................................................................................................................ 16

Gender in EU-unded research and innovation Toolkit and Training activities ........................................ 19

Training or local authorities by the Swedish Association o Local Authorities and Regions

(SALAR) ........................................................................................................................................................................................... 22

Capacity Development and Training or Gender Mainstreaming and Gender Equality eLearning

Programme ................................................................................................................................................................................... 25

G+ Program: A methodology or using public budgeting to improve gender equality .................. 28

Internal Training and Toolkit on Mainstreaming gender equality in EC Development Cooperation ......... 31

Endnotes ......................................................................................................................................................................................... 34

Contents

Contents




Introduction

Recent ndings rom the study, “Second Ex-AnteEvaluation o EIGE ocusing on the Institute’sspecic objectives and operations: Final Report”,Commissioned by EIGE, revels that most MemberStates that have gender equality strategies take dualapproach: the gender equality/action plan includesboth separate thematic equality actions and crosscutting intervention.

The study aced and highlighted some key challenges:- across the EU the type o identied initiatives very

signicantly in their purpose, scope and objective,suggesting the very dierent level o implementationo gender mainstreaming between EU MemberStates;- Evaluation evidence is absent almost in all cases;- Contact details at institutional level are oten notavailable;- Inormation about initiatives are oten ound insecondary sources.

The outcome o the study provides the basis or

urther work on gender mainstreaming as a strategyto support and promote gender equality withinEuropean Union and Member States. EIGE will urtherdevelop the outcome o this study.

The paper is the result o contributions provided byEIGE’s thematic network on Gender Mainstreaming,by Expert’s Forum members and experts, EIGE’s sta as well and the previous mentioned Ex-Ante studyand rom the ndings o the ”Study on the use o

“good practice” as a tool or mainstreaming

gender into the policies and programmes o theInstitutions o European Union and EU Member

States”, commissioned to the Fondazione GiacomoBrodolini (FGB).

The study has tried to identiy examples o goodpractices in ve Member States, chosen orthe peculiarities in their approaches to gendermainstreaming (Austria, Spain, Poland, Swedenand the UK)1 and within the work o the European

Commission. It has identied 29 examples o goodpractices in implementation o 3 policy areas:

Entrepreneurship and Development cooperation;Employment and Social Inclusion; Gender EqualityPolicy.Particular attention was devoted to gendertraining, especially to training o internal sta ando strongly involved stakeholders, as an importanttool or gender mainstreaming. The Study hasthereore identied several efcient gender-training programmes.

The results o the study are:1. Suggestions or building up an operationaldenition o good practices o gendermainstreaming.2. A methodology or identiying, describing andanalysing existing Gender mainstreaming goodpractices.3. Suggestions on collecting good practiceswithin the work o EIGE in support o Europeaninstitutions and Member States.

4. A collection o case studies o good practicesin gender mainstreaming.5. A collection o case studies o gender training.

The results o this Study will support the processo the methodology development to be carriedout in 2011/2012 and was presented to EIGE’sstakeholders at a conerence in Brussels on 28th

November 2011. The conerence did addressthe European Commission, the Member States,the European Parliament and other interested

organisations, where the identied good practicesin gender training are presented and discussed. By2012, EIGE will have developed a comprehensiveapproach to good practices. A set o criteria will bedeveloped and applied to identiy certain methodsand tools as good practices. EIGE will make goodpractices available online, engage in analysis andacilitate the sharing o inormation on eectivemethods and initiatives.

Introduction



Good Practices in Gender Mainstreaming. Towards Eective Gender Training.Mainstreaming Gender into the Policies and the Programmes o the Institutions o European Union and EU Member States.8

Conceptualisation

o gender mainstreamingGender mainstreaming has become an increasinglyimportant issue within the political agenda o the EU, which has expressed its commitmentsto the implementation o this strategy inmany documents. The importance o gendermainstreaming is also widely recognised by almostall EU Member States who have been undertakingeorts to put this strategy into practice.

This paper utilizes the denition o Gender

mainstreaming developed by the Council o Europe:”Gender mainstreaming is the (re)organisation,

improvement, development and evaluation o policy

processes, so that a gender equality perspective is

incorporated in all policies at all levels and at all

stages, by the actors normally involved in policy-

making” (Council o Europe 1998: 12).

Gender Mainstreaming is not a goal in itsel but astrategy to achieve equality between women andmen. It is also a process o change/transormationwhich implies that all actors involved in policy-making integrate gender equality concerns

– meaning the systematic consideration o thedierences between the conditions, situationsand needs o women and men, o the relationsexisting between them, and o the impact o policies on the concrete situation o women

or men – in the planning, implementation,monitoring and evaluation o all policies,programmes and activities so that both sexes caninuence, participate in, and benet equitablyrom all interventions. The main goal o gendermainstreaming is that both sexes may enjoy equalvisibility, empowerment and participation in allspheres o public and private lie.

Gender mainstreaming is not an isolated exercise,

such as the adoption o specic measures to redresslong lasting imbalances between women and menbut, rather, an integral part o common policies

and o the policy cycle, which addresses the

structural character o gender inequality. The

starting point or mainstreaming is a policywhich already exists. The policy process is thenreorganised so that the actors usually involvedknow how to incorporate a gender perspectivein their current activities, and gender equality as agoal is reached.

”Gender Mainstreaming is a gender equalitystrategy that aims to transorm organisationalprocesses and practices by eliminating gender

biases in existing routines, involving the regularactors in this transormation process” (Benschop &Verloo, 2006:19).

Nevertheless, the promotion o gender equalitycalls or the use o a dual strategy, thereore gendermainstreaming needs to be complemented byspecic policies and actions targeted to addressspecic gender gaps or challenges.

Conceptualisationo good practicesin gender mainstreaming

Good practices are oten used or promotinggender equality and sharing experiences onmainstreaming gender into the policies andprogrammes o the Institutions o the EU and EUMember States.

Dierent terms such as “good practices”, “lessonslearned”, “best practices”, “learning practices”and “promising practices” are oten usedinterchangeably. Ater comparing denitionsand sources or the other terms, a “good practice”could be broadly dened as a practice that, uponevaluation, demonstrates success, has producedan impact which is reputed good, and can bereplicated.

Conceptualisation o gender mainstreamingConceptualisation o good practices in gender mainstreaming




Defnition Source

Goodpractice

Any collection o specic methods that produce results that are inharmony with the values o the proponents o those practices.

FAO, 2005

A good practice is one that meets at least two o the ollowing criteria:leads to an actual change, has an impact on the policy environment,demonstrates an innovative or replicable approach, or demonstratessustainability.

UN Inter-AgencyCommittee onWomen and GenderEquality, 1999

Examples o adaptation that perorm well under the circumstances inwhich they were implemented.

EEA, 2009

An action or a set o actions that, based on quantitative and/orqualitative evidence, has been demonstrated to have had a positiveand tangible impact on a given protection issue, problem or challenge,thus resulting in enhanced protection o and respect or the rights o

persons o concern.

IASC, 2000

The ormal and structured process o searching or those practiceswhich lead to superior or excellent perormance, the observation andexchange o inormation about those practices, and the adaptation andimplementation o those practices into one’s own organisation.

Meade, 1994

Initiatives (e.g. actions, methodologies, methods, projects, processes,techniques, strategies, development plans) which have provedsuccessul and have the potential to be transerred rom one geographicarea or region, to another.

www.winnet8.eu

Good Practices are well documented and assessed programming

practices that provide evidence o success/impact and which arevaluable or replication, scaling up and urther study.

UNICEF

(www.unice.org)

Learningpractice

The use o a method, tool, technology etc. which is generally regardedas ‘practices which are good or learning’, i.e. practices which eitherachieve their own objectives and/or have a benecial impact ontheir environment, or (and more importantly) provide useul learningexperiences which are likely to stimulate creativity, ingenuity and sel reexivity on the part o the user.

BEEP(Best e-EuropePractices)

Bestpractice

Planning or operational practices that have proven successul inparticular circumstances and which are “used to demonstrate whatworks and what does not and to accumulate and apply knowledgeabout how and why they work in dierent situations and contexts.

UNFPA, 2004

Best practices have our common characteristics: they are innovative;they make a dierence; they have a sustainable eect; and they havethe potential to be replicated and to serve as a model or generatinginitiatives elsewhere.

UNESCO, 1994

A best practice is a specic action or set o actions exhibiting quantitativeand qualitative evidence o success together with the ability to be replicatedand the potential to be adapted and transerred. Best practices represent the“Gold Standard” o activities and tools that can be implemented to supportprogram objectives.

USAID

Promisingpractice

A promising practice is a specic action or set o actions exhibitinginconclusive evidence o success or evidence o partial success. It may or maynot be possible to replicate a promising practice in more than one setting.

USAID

Table 1.1 Operational defnitions

Conceptualisation o good practices in gender mainstreaming




Even though sometimes the terms reerred aboveare used as synonymous, there is a basic distinction

between the concept o “best” practices - implyingthat there is a “best” way o delivering policiesand obtaining results - and the other concepts,including “good” practices, which imply that thereis no hierarchy o methods, and that each situationrequires a dierent approach.

Apart rom these dierences, they all indicatepositive examples o some practice or approachwhich produces results which are deemed

valuable. They all oer ideas about what “workswell”.

Examples o good practice in gendermainstreaming should document how gender

equality concerns were made central to policy-making, legislation, resource allocation, planning,implementation, monitoring and evaluation o projects and programs. They should, i possible,also document the transormative aspect

o gender mainstreaming - the impact thatconsideration o gender equality aspects has interms o changes to goals, strategies, actions andoutcomes, leading to increasing equality betweenwomen and men.

A good practice in gender mainstreaming shouldbe any procedure that not only “works well” interms o actions, methods, strategy but that is part

o a wider strategy or gender mainstreaming. Thereore, a good practice in gender mainstreaming

should reect the broad range o activities/initiativesundertaken by relevant actors in support o thegender mainstreaming approach/strategy. At thesame time, it should also stress the long-lasting

efect o gender mainstreaming objectives.Since the long term objective o gendermainstreaming is that gender equality concernswill pervade all policies, programmes andactivities, documenting good practice in gendermainstreaming should entail recording positive

steps made towards achieving gender equality.Although the policy, project or activity may not yetbe perect rom a gender equality perspective, it is

still possible, and important, to record positive stepsin the right direction. Thereore, good practices

should be considered also those that manageto transform the situation towards better

policies and towards gender equality. Thisconcept has important operational consequences:criteria and indicators used to identiy, assess andselect good practices should be able to capture

incremental improvements.

A good practice is not necessarily exhaustive or perect.Rather it can represent an available solution to a

specic problem in light o available resourcesand the working environment in a given context.

Thereore, good practices developed in countries/ elds/organisations where gender equality is lesswidespread and where policy conditions are lessdeveloped, ace more difculties, have a particularvalue both or countries in similar conditions and orcountries in better conditions, since organisations andpeople striving to implement gender mainstreamingmay be orced to be particularly creative and careul inbuilding better policies more resilient.

The denition o what constitutes a good practicein gender mainstreaming may also be supportedby literature2 asserting some basic principleso successul gender mainstreaming and someprerequisites:

• Atop-downapproachwithclearpoliticalwill

and allocation o adequate resources;• The formulation of viable gender equality

objectives on the basis o gender analysis;

• Appropriateimplementingofarrangementsatall levels (planning, management, monitoring,control and evaluation);

• Strategies that bring on board people from

the whole system – the responsibility orgender mainstreaming is system-wide;

• The availability of relevant knowledge and

expertise to people operating at all levels in asystem;

• Women’s balancedparticipation indecision-

making. The concept o “Good practice in gendermainstreaming” should thereby reer to:

Conceptualisation o good practices in gender mainstreaming




“any experience/initiative displaying techniques,

methods or approaches which unction in a way,

and produce eects and results coherent with thedefnition o gender mainstreaming, which are

considered to be particularly eective in delivering

gender mainstreaming as a transormative strategy,

and, thereore, deserving to be disseminated and

proposed to other organisational contexts”.

Can good practices be considered tools or

gender mainstreaming? The Council o Europedistinguishes three broad categories o techniques

and tools or gender mainstreaming: analytical,such as statistics, surveys, cost-benet analyses,guidelines and gender impact assessmentmethods; educational, such as awareness-raising, training courses, manuals and leaets, andconsultative and participatory techniquesand tools such as steering groups, think tanks,databases, conerences, seminars and hearings. Ananalysis o the tools used or implementing gendermainstreaming leads to the conclusion that mosttools have multiple uses (or example, statisticsdisaggregated by sex are useul as educationaltools or in orming the basis o consultation, aswell as or analytical uses) and that the process o implementation o gender mainstreaming calls orthe simultaneous use o dierent tools.

Good practices in gender mainstreaming arenot as such a tool or gender mainstreaming butexamples and good practices that can be used inall the tools. For instance, training materials can use

good practices to show that gender mainstreamingis not beyond the possibilities o a given countryor organisation, but that in similar situations itwas possible to achieve greater gender equality.Good practices can also be seen as a technique todisseminate knowledge and thereore be a part o an educational and/or consultative/participatoryprocess. In addition, examples o good practicein gender mainstreaming might illustrate that it ispossible to make breakthroughs in gender equality

by integrating a gender equality perspective intothe policy spectrum and, secondly, they show thevarious ways in which it has been done – and can,

thereore, be done again.

Although good practices are not per se a tool orgender mainstreaming, EIGE’s work on collection,processing and dissemination o tools, methodsand good practices intends to support EuropeanInstitutions, Member States and stakeholders inthe implementation o gender mainstreamingstrategies and gender equality policies.

Criteria or assessment

o good practicesin gender mainstreaming

There is no universally accepted denition o agood practice in gender mainstreaming. Withoutestablishing criteria, and without careul assessmento each practice and o its eects and eatures,views about whether a practice is good areessentially subjective.

The ”Study” suggested and tested a methodologyor 1. Identiying, 2. Assessing and 3. Describinggood practices in gender mainstreaming whichincludes:

1. A set o assessment criteria or evaluatinggood practice exsemples. These criteriashould be reasonably exible and should beurther usable both through sel-assessmentand through urther in-depth analyses.

2. A description template/ormat that can help to

describe good practices in a comparable way.

For the purpose o the Study a preliminary denitiono ”good practice” included an action that:

1. Works well 2. Could be replicated elsewhere (transerability)

and/or3. Is good or learning how to think and act

appropriately.

This preliminary denition o good practice has

been cross checked with the operational denitiono good practice in gender mainstreaming and

Criteria or assessment o good practices in gender mainstreaming




then it has been broken down into criteria andurther into questions that have been associated

to subcriteria and indicators.“Works well” reers to the capacity o the

initiative to improve gender equality in

the specic country/area/sector. The ocusis on the transformative nature of gender

mainstreaming: the initiative must haveengendered or potentiated better policies, apositive alteration o gender relations in thespecic context and/or a transormation o theorganisational processes and practices with the

ull engagement o the actors involved in policy-making, in order to reach gender equality. Theassessment o whether a good practice in gendermainstreaming “works well” means analysing anactivity which has been operational or a longenough time to have already produced eects3 that can be observed and demonstrated.

A practice that “works well” involves:a. the outcomes the initiative has produced:a good practice in gender mainstreaming “workswell” i it redresses the gender disparity in accessto goods, services, status, decision-making andopportunities, i it recties unbalances in power,i it expands the subjective and objective rangeo choices legally, socially, and psychologicallyavailable to both men and women, or i it breaksgender stereotypes, norms, and patterns; b. Groupsand organisations which are instrumental toproduce the outcomes (those who are responsibleor policy making at all levels, those who are

responsible or the organisation o work, etc.); c.the conditions under which – and the limits withinwhich – it works: the specic initial conditions,the political backing it has managed to obtain,the policy environment and interering actorswhich have intervened during programming,implementation or evaluation.

An initiative that “works well” should haveobjectives that are consistent with the Gender

Mainstreaming Strategy and priorities as wellas with a gender-sensitive appraisal o thebeneciaries’ problems, needs and priorities,

taking into account the available resources andthe situation and national/international policy

environment in a given context; should reachor contribute to reach the objectives set; shouldbe conducive to potentiate and increase genderequality in the immediate, medium– or long–term,as an eect o the initiative undertaken; shouldproduce results using the minimum amount o resources; should create conditions to ensure itscontinuation or the permanence o the results/ transormation it has produced toward betterpolicies and towards gender equality even ater

the intervention has ceased.

In order to be considered an initiative that “workswell”, it is not necessary that the good practiceis concluded since its duration may have beenextended, or it may have an indenite time span,(e.g. in the case o rules or legal requirements, suchas gender budgeting). Many o the good practicesidentied are still operating.

Transerability reers to the potential o reproducing some eatures o the good practicein other contexts, giving new ideas which can beused in practice or increasing gender equality.It reers also to the possibility o identiying theconditions which contributed or the success,the context in which it has taken place, themechanisms that produced the outcomes4 andthe resources mobilised. However, transerabilitycannot be assessed in abstract terms: it is onlypossible to know whether a practice is transerable

on the basis o evidence that it has, indeed, beentranserred. In order to assess transerability it isthereore essential to nd evidence that eatureso the “good practice” have been transerredelsewhere and to analyze the constitutive elementso that practice. In conclusion, assessing

transerability means to explore:1. Actual replication or spin-o eects, including

to other target groups and sectors. 2. Factorscontributing to produce the success o the initiative

and main obstacles to overcome. 3. Potential/ constraints to moving orward.Good practices acilitate learning and generate

Criteria or assessment o good practices in gender mainstreaming




valuable lessons and innovative examples thatare o relevance to a potential dissemination and

transerability in other contexts. Good practices ingender mainstreaming should provide knowledgeand concepts that can be used to develop newthinking about gender equality and gendermainstreaming, both in addition to inspiring newactions or changes to existing actions (transer o eatures o the good practice) and in cases whena transer is not viable. Assessing the learningpotential o an initiative means to explore theconditions under which it has achieved its eects

(as or transerability), its innovative eatures andany lessons learned rom the implementation andevaluation o the good practice.

Additional criteria or assessing good practices(Relevance, Efciency, Eectiveness, Impact,European Added Value and Sustainability) are inthe process to be urther developed.

Although the inormation necessary or theidentication o good practices derived rom thekey criteria set in the methodological ramework,we must acknowledge that, in general, moreexhaustive criteria are to be met with moredetailed and complex inormation. Identicationand assessment are in act not a simple mattero supplying data: inormation must contain –

or allow or – elements o evaluation. Thus adiscrepancy may occur between the inormationrequired and the inormation eectively available,which may prove less rened, exhaustive or

homogeneous than desired.

The key criteria and the methodological ramework resulting rom the Study have allowed identiying,assessing and describing a large number o verydiverse good practices in gender mainstreamingcases selected in dierent countries. The goodpractices selected and contained in the Studyhave been categorised according to its maintype o gender-mainstreaming action/objective,

methods and tools adopted5

and main gendermainstreaming results.In conclusion, assessing and presenting good

practices in gender mainstreaming should not only

seek to evaluate progress and the impact achieved

by the practice itsel, but rather to track strikingand sustainable examples which can be used to

inspire those involved in ormulating, implementing

and evaluating gender mainstreaming policies.

Good practices exsamples could also be useul to

encourage an increased commitment to the eective

implementation o gender mainstreaming and

strategies, by showcasing practices that are working

and yielding positive outcomes, even though they

might not be entirely easible in other contexts.

Rationale or the choiceo gender training

Gender mainstreaming implies that all actorsinvolved in policy-making integrate gender equality

concerns in the planning, implementation,

monitoring and evaluation o all policies,programmes and activities. It also means thatgender expertise is organised into the policyprocess by including gender expertise as a normalrequirement or policy-makers (Council o Europe,1998:12). It is thereore an organisational strategydevised to bring a gender perspective to all aspectso an institution’s policies and activities throughbuilding gender capacity and accountability.

For most o these actors who are not genderequality experts, the integration o a genderequality perspective in their current thematic work

practices and in the routines o their organisationis a new approach requiring the development o new capacities.

A gender mainstreaming strategy requires thatdecision-makers and public servants share thegoal o increasing gender equality, that they areaware o the mechanisms reproducing inequalitiesin general and in particular in the eld in whichthey operate, and that they possess the skills and

the power to modiy the public interventions orwhich they are responsible.Actors normally involved in policy processes

Rationale or the choice o gender training




have thereore to develop sensitivity to genderissues and commitment to gender equality,

but they also have to learn how to put gendermainstreaming into practice and how to integrateit into their work and routines. Those who haveto apply gender mainstreaming into very specicaspects o the policy process and who need touse specic tools and techniques, such as genderimpact assessment, have to be able to understandprecisely the implications o gender, to detectgender issues and to ormulate concrete answersto them. They must know how to analyse and

assess the possible impact o a policy decisionon women and men and how to address gender-specic barriers, which might exist in policy orsocial contexts.

Gender training is an important tool or gender

mainstreaming since it builds capacities that

aim directly at providing people with awareness,

knowledge, and practical skills and, indirectly,

at motivating them or implementing gender

mainstreaming and, thereore, gender equality.

The denition o gender training utilized or thepurposes o this paper is the ollowing one:

Gender training is the training (1) planned, organised or/

and commissioned by public institutions; (2) targeted

at public personnel, and (3) aimed at acilitating the

incorporation o a gender equality perspective in all

policies and at all levels and at all stages o the policy-

making process6 (Council o Europe 1998).

Gender training relies on a modication in people’ssel-perceptions, way o relating to others, belies,problem-setting and problem-solving skills,competences and knowledge. This modication,in turn, may inuence organisational and people’sbehaviour. Nevertheless, gender training courses

may difer greatly in terms o aims7 and content.

They may aim at:• developing participants’ self-awareness by

engaging them in a transormative process and

utilizing reexivity8

: transormative or refexivity training;

• improving participants’ knowledge by delving

into conceptual issues; by providing newintellectual tools to solve old problems with new

lenses: knowledge-based training;• teaching people how to utilize tools such as

gender impact assessments, procedures, orindicators: competence-based training.

The various types o training are not mutually

exclusive. Trainings may include both transormativeand knowledge-and competence-based eatures.Also there is no “best” content or gendermainstreaming training. As with the strategy, logistics,

and other eatures o training, (the content o trainingdepends on the context, the characteristics o potential trainees); on the purpose o the training, theorganisational culture, and the task the training has toperorm within that specic organisation.

Training is an “enabling” tool: it does not, in ando itsel, provide people with incentives to actuallyimplement what they have learned, nor does itprovide them with the necessary power. In orderto be eective, gender training must be secured attop levels and integrated with other tools withinthe implementation process o gender equalitypolicies and gender mainstreaming strategieso the organisation/public sector. Literature9 andthe evidence collected by FGB, (e.g. the caseso UNESCO, ILO and o the World Bank and themainstreaming eorts by the central and the localgovernments in Sweden, the training within theWomen in Councils in Northern Ireland, and thetraining connected with the Gender Budgeting

in Andalusia, Spain) show that training workswhen it is connected with a commitment tomainstreaming gender within the organisation/ public service.

The gender mainstreaming training strategyreers to organisation-wide decisions about whoaccesses gender training and how, whethergender training is mandatory, the logistics, thetime-rames, the existence o targets (and how

they are set and ollowed up) and evaluation.

Rationale or the choice o gender training




Justication or

the choice o the6 good practicesin gender training

Gender training is one o the key tools to supportbehaviour and organizational change. For thisreason, the Study ocused on good practices ingender training and on organisations which havecreated training strategies and activities which

the evidence collected indicates are promising –good examples o how governments, EuropeanInstitutions, and international organisations traintheir sta in adopting a gender equality perspectivein their day-to-day work.

Six examples o good practices o training orgender mainstreaming have been selected. Theyare a subset o the good practices analysed orthe Study in ve Member States (Austria, Spain,Poland, Sweden and the UK) and within the work o the European Commission, and target publicservants. It is impossible, especially when workingon gender mainstreaming, to conne to Europeaninstitutions and countries. Relevant knowledgeand experiences have also been accumulatedelsewhere-in international organisations and inother countries. The cases examined or this studyclearly show that Europe needs to look out o itsborders. For example, we reer to UNESCO or aparticularly interesting training strategy, while the

training and gender awareness raising initiativein Andalusia was inspired by a similar initiative inUruguay.

The good practices in gender training werechecked against the set o criteria proposed oridentiying and assessing good practices in gendermainstreaming: 1. “work well”; 2. show eatureswhich may be applicable to other contexts(transerability) and 3. provide valuable lessonsand insights which might be useul to others

and add to the understanding o how gendermainstreaming can be implemented (learning).

The premise adopted was that the evaluationcriteria or identiying and assessing good practices

in gender training are not intrinsically dierent romthose used or other tools, although the ocusing

on training called or urther exploring the

constitutive elements o the good practices,with a special ocus on the criteria o relevance andeectiveness, in order to reach an explanation o the chosen target groups, strategy, and methodsand tools which have been adopted.

The six good practices are presented using a

standardised ormat, which relies on the criteriadescribed above. The ormat was adapted tospecically apply to training, thus ocusing on themain success actors. The selected good practicesare urther analysed ocusing on common eatures,in order to consolidate inormation and ocus ontranserability and learning opportunities.

Justifcation or the choice o the 6 good practices in gender training




Gender Agent

Background and general information

Name o theOrganisation

Provincial government o Styria (Austria)

Timelines A proposal or installing the project was brought into the provincial government o Styria in August2007. The decision or the adoption o the project “Gender Agents” was made on 11September 2007.

The seminar started 10 January 2008 - the certicates were awarded in a ceremony on 9 July 2009.

Overview The complete project to implement GM – and thereore the training or Gender Agents as a part o the project – was commissioned by the State Government. Responsibility lay with the Minister or

Women’s Issues. The qualication or “Gender Agents” is a certied seminar o 12 days duration that intends to supportgender-mainstreaming processes throughout the legislative level in the Austrian province o Styria(many executives o public organisations and managers o private businesses have already attendedthe training).

The seminar was provided or representatives and employees o the parties o the provincial parliament. Training lasts 1½ years, with modules every two months, and ends with the certicate o “GenderAgent”. It aims to enhance gender-mainstreaming processes throughout the legislative level in theAustrian province o Styria.

The seminar was embedded in a wider 3-year strategy to implement Gender Mainstreaming/GenderBudgeting in the Styrian government and administration.

Evaluation criteria

1. “WORKS WELL”

(GenderEquality)Objectives

Raising awareness on gender issues in political work and projects.Implementation o projects with a ocus on gender equality.

Targetgroups

People in leading positions who are expected to be able to change organisational structures, equalopportunities ofcers. The training helped in developing procedures to change the working climateand gender equality in institutions.Focus on political departments, ofces – members o the provincial parliament, political advisors, etc.A rst meeting with people interested was held in November 2007 to make decisions about curricula

and the nal concept. There have been 10 participants; all o whom attended all modules.

Methodsand toolsused

Understanding GM as an organisational process.Finding tailor-made solutions (elaborated during the training) to implement GM in organisation/ structure – especially in leading positions, consulting, training, creation o a gender equalityinrastructure in organisation/government, awareness raising, networking, supporting women’semployability.

Training modules:• GenderMainstreamingStrategy(3days)• ImplementationofGMintheOrganisationalContext(2days)• InstrumentsforDiagnosis,Analysis,ProcessDesign,Monitoring(1day)• RoleandfunctionofGenderAgentsintheRegionalParliament(1day)

• Gender-fairPerformance,bothInternallyandExternally(1day)• EqualitybetweenWomenandMenintheLegislature(1day)• GenderBudgetingforGenderAgents(1day)• CoachinginPractice,IndividualAgreements(2days)

Six good practices in gender training

Six good practicesin gender training




Gender

equalityresults (longterm andshort term).Outcome/ specicchanges asan actualresult o theprocess/ activity

There was a great consensus or the need or GM: Gender Agent as a “tool” has been widely accepted

and “Gender” has become a topic on all political agendas at provincial level.• Changeintheapproachto/perceptionofgenderissues/gendermainstreaming;• Enhancinggendermainstreamingcapacitywithintheorganisation/institution;• GenderMainstreamingisnowregardedasatoolforprofessionalpersonnelpolicywhichhasdirect

eects on theorganisational structure o e.g. a department;

• Equal-Opportunityocershavebeeninstalled;• Increasedgenderequalityinthebroadercommunity.

Evaluationo goodpractice.

At the end o each training module, trainers run internal evaluation.

Ways inwhichthe goodpractice/ activitycouldhave beenimproved

The initial objectives were the permanent implementation o GM into institutional structures > e.g.an implementation o committees assessing and controlling GM however, this objective was not met.

Plans togathernancialresourcesand/orinstitutionalarrangements

The parliament decided on 9 June 2009 to set up a working group “gender mainstreaming” in the StateParliament o Styria, which ensures, under the control o presidents, the implementation and urtherdevelopment o gender mainstreaming.

TRANSFERABILITY

Successactors

The training reacted to the needs o the participants, developed strategies to deal with GM in day-to-day work and helped to reect the (gender-biased) organisational structure.

Trainers are still available or participants.

Mainobstacles

Participants came rom our dierent political ractions, the training ended shortly beore elections,ater the elections: only hal o the participants were still in ofce. Consequently there has beenno urther institutionalisation and no committee carrying the matters/learned strategies urther orcontrolling and evaluating them.Gender Agent explicitly ocuses on the target group: managerial sta and persons in leading positions.

Thereore, they were those addressed; the programme has not covered other potential participants.Due to the act that not all participants took part in the training on a voluntary basis, it was sometimeshard to motivate and sensitize them.People who took part, were interested but not in a position to implement change.I people were not able to understand “Gender” on a meta-level it was difcult to overcome theemotional stage o not wanting to reect own gender roles.

Actualreplicationor spin-o eects

Each political department did adopt a Gender Mainstreaming Agenda. The Styrian government chose the Gender Agent Training as the implementation programme orGender Mainstreaming in political institutions and structures.






LEARNING

Lessonslearned romthe process

Gender equality gathers dierent perspectives and leads to common understanding on how important itis to promote gender mainstreaming and to remove gender inequalities in decision-making as well as inpublic/private organisations.When dealing at the political levels, working on gender equality gives the opportunity to bring people andapproaches together, uniting goals and targets, instead o ghting or dierent objectives.

Through the learning, empowerment and awareness process, participants – decision makers – might bemade aware o the inequalities determined by the development o a gender-blind political approach.

Sources

Contacts Mr. Manred Kainz (ÖVP), [email protected]. Claudia Klimt-Weithaler (KPÖ) [email protected]

Trainers:Heide Cortolezis, [email protected] Sauer [email protected]




‘Gender in EU-unded research and innovation’ Toolkit and Training activities


Fundingauthority

European Commission DG Research and Innovation (DG RTD).

Contractors Yellow Window Management Consultants, in consortium with Genderatwork and Engender

Timelines 2009 – 2010 and 2011 - 2013

Overview DG RTD wants to build capacity or the integration o gender aspects into research and on how topromote gender equality in research and innovation within the Seventh Framework Programme (FP7)through the Gender Toolkit and one-day training sessions.

The toolkit and training package provide practical tools to integrate gender aspects into FP7 research,including both equal opportunities or women and men researchers in project teams and the genderdimension o research and innovation.

The training and the toolkit are integrated: training sessions are based on the toolkit. The toolkitcomprises an overall introduction to gender and research and shows how gender is interwoven withall aspects o research. It examines in pragmatic terms how the gender dimension o research contentcontributes to excellence in research and analyses case studies based on concrete examples drawnrom nine specic research elds: health; ood, agriculture and biotechnology; nano-sciences, materialsand new production technologies; energy; environment; transport; socio-economic sciences andhumanities; science in society and specic activities o international cooperation.

The initiative is unded under the FP7 Capacities programme.

Evaluation criteria

1. “WORKS WELL”


The objective is to assist all actors involved in FP7 research projects in understanding genderimplications in their eld and in promoting gender equality in their projects. More specically, theinitiative aims at raising awareness, building capacity and strengthening advocacy skills or integratinggender considerations in research and innovation.

Targetgroups

Target groups are researchers (in particular potential applicants and coordinators, and partnerso projects unded under the FP7), National Contact Points (NCP) covering EU Member States andAssociated Countries, DG Research and Innovation sta, research advisors and national authorities.


The training is ree o charge or participants. It is delivered by external contractors in one-day sessionsheld at the locations o interested host organisations (usually universities) throughout Europe. Themorning session deals with gender in research. In the aternoon, specic research elds are addressedthrough practical exercises.

The training combines cognitive (knowledge-based) and inductive (experience-based) elements.Workshops are interactive. Each session includes practical exercises in small groups and case studiesbased on actual EU-unded research projects.

Genderequalityresults (longterm andshort term).Outcome/ specicchanges as

an actualresult o theprocess/ activity

The Final Report submitted to the EC at the end o the rst series o training sessions (2010) gives anoverview o the main types o impact that the project has produced:Increased awareness o gender issues:• Understandingofgenderasasocialconstructandofthedierencebetweensexandgender• Understandingthatgenderequalityismorethanawomen’sissue• Distinctionbetweenequalopportunitiesandgenderrelevanceofresearchtopics• ConsideringgenderequalityinresearchcontributestothequalityoftheresearchIncreased capacity to integrate gender in research contents:

• Considerationofgenderissuesthroughouttheresearchcycle• Betterinsightsintotherelevanceofgenderforthespecicresearchdomains• Capacitytodistinguishbetweensexandgenderissuesandtoseehowtheyinterrelate• Practicalunderstandingofhowresearchandinnovationcanbemadegender-sensitive





Increased capacity or more gender balance:• Genderbalancepursuedinprojectteams

• Eortsforgenderbalanceinevents(speakers)Increased capacity to convince others (advocacy skills):• Whichargumentstouse• Howtoaddressandovercomeresistance• HowtoasktherightquestionsMultiplier eects:• Withinprojectteams• Tootherresearchers• Tocolleaguesinresearch/universitydepartments• Tostudents,throughclassesandlecturesgiven• Byadvisingpotentialresearchandinnovationprojectpromoters• Nationalauthoritiestransferringorexploringthepossibilitytotransfertheinitiativetothenational

level

Evaluationmethodsadopted

Internal Evaluation based on ex-ante and exit questionnaire or participants; short report by trainers;and ex-post eedback rom participants.


The Commission, given the success o the initiative and the high number o requests or trainings,decided to continue to oer gender trainings to the research and innovation community. It is plannedto run a second series o training sessions between March 2011 and March 2013.

TRANSFERABILITY


The EC decided to continue the initiative and launched a second series o training sessions.National research authorities in France, Norway and Spain have expressed an interest in exploring thetranserability o the ormat to their contexts.In Spain, some regional governments have launched research support programmes, which integratea gender perspective very similar to the approach taken by FP6 and FP7.Participants who also teach reported realising a) that it is important to make students aware o therelevance o gender in their elds, b) that curricula and teaching methods are gender blind and/orgender biased and c) that this needs to be, and can be addressed.

LEARNING


Training works best when it is a part o a gender mainstreaming strategy, which enjoys support romtop managers and utilises other tools. Oering gender training to the research community, while thereis no apparent place or “gender” in the proposal evaluation procedure sends a contradictory message,especially since in FP6 there was a requirement or a “Gender Action Plan” in research project proposals.Evidence rom this training suggests that systematically oering gender training to evaluators andall EC project ofcers may help develop a stronger approach to gender in FP7. In the FP7 guide orapplicants there is a chapter on gender, which is dealt with in the negotiation stage.

The project experience conrms that gender trainings should not be oered on an ad hoc basis,but should be available on a permanent basis to all actors involved: researchers, evaluators, nationalcontact points, EC project ofcers, and ideally also members o programme committees.

Success

actors

The training and the toolkit build on a solid conceptual ramework dening the various ways in which

gender equality issues are interwoven in research and the potential benets to excellence in researcho mainstreaming gender issues in research content and o pursuing equal opportunities in teamcomposition.

The training combines awareness raising, capacity building and strengthening o advocacy skills.





The core team responsible or delivering the training co bines experience in gender training indierent policy domains with expert knowledge on gender mainstreaming in general and in the

research domain (in particular on the nine research elds covered). Trainers have proven capable o dealing with resistances.

The ormat emphasizes the balance between theory and practice, individual and group sessions,integrating interactive and dynamic techniques (exercises, role plays, discussions). It oers practicalexamples, providing acts and arguments to sustain the message and to avoid an interpretation o making “ideological” claims.Participation in a session takes place on a voluntary basis. This means that those who attend are willingto learn about gender in research and innovation, which allows or aster learning.

The training project answers a real need: the large number o requests rom organisations wishing tohost a training session shows that there is interest in the project.

Mainobstacles

The number o people reached through the trainings is still only a raction o the total o people whoare proessionally active in research and innovation in Europe.

There is a signicant discrepancy between the number o registrations and the actual number o participants, which is a consequence o the act that the training is oered or ree.Getting the NCPs on board: it has been difcult to convince NCP correspondents at the EuropeanCommission to organise gender training or the NCPs. This observation relates to the difculty tosensitise those who do not perceive the need or increased gender-awareness and capacity.

Sources http://www.yellowwindow.be/genderinresearch/index.html

Contacts Lut Mergaert, Senior Consultant: [email protected] Window management consultants: [email protected] Commission, DG Research and Innovation: [email protected]





Training or local authorities by the Swedish Association o Local Authorities and Regions(SALAR)



Swedish Association o Local Authorities and Regions (SALAR). The association represents thegovernmental, proessional and employer-related interests o Sweden’s 290 municipalities and 20county councils. In order to contribute to the improvement o the conditions o Swedish municipalities,county councils and regions with regard to their unctions as employers, service providers, supervisoryauthorities and community developers, SALAR works proactively with the Swedish government aswell as European institutions.

Timelines 2007 (2010) 2013

Overview In December 2007, the Government decided to grant the Swedish Association o Local Authoritiesand Regions (SALAR) SEK 125 million (around EUR12 million) through the Programme or SustainableGender Equality or the period 2007-2010 to support the work o integrating the gender equalityperspective as a natural part o all decision-making i.e. gender mainstreaming. The unds have

largely been used or training politicians and managers and or mainstreaming gender in decisions,steering documents and managerial systems. The unds specically target eorts to develop gendermainstreaming in the country’s municipalities and county councils. The main innovations are thescope and the ambition o the programme.Many o Sweden’s municipalities and county councils have received unds or development o genderequality in their services to residents and patients. The programme also generates research on genderequality work.

The unds specically target eorts to develop gender mainstreaming in the country’s municipalitiesand county councils. This includes training key sta in organisations, building up a web-basedknowledge bank or the on-going dissemination o experience and instructive examples, anddeveloping managerial systems.

The programme covers the whole country, all its citizens and the main part o all public services. It is

not just a question o gender equality but also o the quality o services. There is a strong link, beore, during and ater the implementation, between the project and theEuropean Charter or Equality between Women and Men in local lie http://www.ccre.org/docs/list_local_and_regional_governments_cemr_charter.pd, bringing together 1060 local administrations inadopting a shared view on how to implement gender mainstreaming at all levels in their activitiesand policies.A book presenting approaches on how to implement gender mainstreaming will soon be developedand made available.

The project provided training to 66,000 people representatives in decision-making bodies andmanagers.87 local projects (involving Regions, Municipalities and private companies) were supported byProgramme Funding.

Evaluation criteria

1. “WORKS WELL”


The aim o the programme is to achieve concrete and durable improvements in the activities o municipalities, county councils and private companies (schools, health care centres and hospitals)through mainstreaming gender in all decisions and activities.

Targetgroups

Municipalities and county councils throughout Sweden

Methodsand tools

used

The programme has adopted a comprehensive approach, which combined various types o trainingwith other initiatives including:

• Distributingfundsforgendermainstreamingtomunicipalities,countycouncils,regionalautonomousbodies and municipal collaboration bodies.• Trainingongendermainstreamingforrepresentativesindecision-makingbodiesandmanagers• TrainingprogrammetargetingGenderEqualityOcers





• Createaforumforexchangeofexperiencesingendermainstreaming• Establishthewebsitewww.Jämställ.nu,providingamethodologicalplatformforexpertsaimingto

implement project tools and approaches or gender mainstreaming• Developexistingmanagementsystem,methodsandtoolsfororganisationandqualitydevelopment

in order to incorporate gender mainstreaming• Development work in order to produce models for gender mainstreaming of publicly nanced

activities which are carried out by private companies• ProjectmanagementandprojectsecretariatinSALAR• RunninginteractiveresearchexecutedbyAPeLForskningochUtveckling.• Systematicreviewofprojectsbygenderunit• Creationofagenderequalityinfrastructure• Research• Awarenessraising• Evaluation

• Networking

Genderequalityresults (longterm andshort term).Outcome/ specicchanges asan actualresult o theprocess/ activity

Evaluation reports show that the activities resulted in the ollowing long and short term changes:• Changesinanorganisation’sstructures,policiesandprocedures,andinitsculture• Enhancinggenderdisaggregateddataandgenderanalyticalinformation• Inuencingthepolicyagendaandinstitutionalframework • Organisationalcapacity-building/change• Enhancinggendermainstreamingcapacitywithintheorganisation/institution• Increasingvisibilityofandadvocacyforgenderissues• Systematicintegrationofgenderissuesinplanningandimplementationofactivities/project/

measure• Increasinggenderexpertise• Recognisingandaddressingpracticalgenderneeds/problems


The research team has – through interviews, web-based questionnaire and nal reports – identiedsome activities as developing work, which lead to results. Research and evaluation show that theprogramme is a well thought-out and structured programme, which has achieved good results in alimited time period.Research seminar (twice per year) to monitor and assess projects results.Project Evaluation was developed by Contigo, a private evaluation company, APeL Forskning ochUtveckling provided research reports on the main ndings o the project.In some municipalities, external evaluators were involved.


SALAR has asked or and received more resources rom the Government; so ar SALAR has altogetherreceived SEK 225 million (around EUR 22 million) and the time period has been prolonged to 2013.

TRANSFERABILITY

Potential/ constraintsin relationto moving

orward

• http://en.makequality.eu/–awebsitehasbeendevelopedasamanagementsystemtomonitortheimplementation o gender mainstreaming

• Asurveyhasbeenprovidedonhowtoapplygenderperspectiveinprocurement





LEARNING


To connect gender equality to quality management development. To involve a decision-making level in the design and implementation o gender mainstreamingstrategies to promote gender equality policies.

To activate management levels. To make use o sex disaggregated statistics.

Successactors

Success is due to the systematic and strategic work by programme management.Success was achieved where right priorities brought the programme orward.SALAR has created legitimacy and designed a coherent programme.

Main ob-stacles

Lack o engagement among management (partial or total opinion o hal o respondents). Accordingto SALAR the training or persons responsible or steering systems did work well, while managementtraining was more difcult. One reason was that it had not been anchored clearly and not everyonewas convinced o the need to work with gender equality. Gender equality objectives are perceived asunclear i the projects are unable to reinterpret and transer more overarching gender equality goals totheir own activities. The challenge is to develop objectives and indicators, which are possible to steertowards and to evaluate.

Sources www.salar.euKontigo (2010) Utvärdering avProgramJämi och Program för Hållbar Jämställdhet (Evaluation ofProgrammeJämiandProgrammeSustainableGenderEquality);SALAR(2008)ActiveworkforGenderEquality – a challenge or municipalities and county councils. A Swedish perspective (http://brs.skl.se/ brsbibl/kata_documents/doc39566_1.pd)

Contacts E-mail: [email protected]

Trollvik Marie [email protected]





Capacity Development and Training or Gender Mainstreaming and Gender EqualityeLearning Programme



UNESCO. Division or Gender equality. Bureau o Strategic Planning in the Ofce o the Director-General

Timelines 2005 (2010 2nd Ed.). The programme is ongoing

Overview UNESCO has developed a “Capacity Development and Training in Gender Mainstreaming Programme”which sustains the overall gender mainstreaming strategy o the organisation. The training ramework includes both ace-to-ace training, delivered at Headquarters and in country and an e-LearningProgramme available or sta at Headquarters and eld ofces via intranet and CD-ROMs. Everymodule includes, in addition to the core content, quizzes, links to relevant documents or web sitesand reerences or urther reading to expand learning in each topic area.Personnel in the Division or Gender Equality deliver the training internally. Contributions by consultantsare subordinated to the use o internal resources. The Director o the Division or other Division sta open the sessions or participate.

The training is complemented by other activities and resources An online Gender-MainstreamingResource Centre has been created on the Women and Gender Equality website to support the betteruse o internal knowledge and know-how, reinorce training eorts and sustain their impact. ThisCentre provides direct access to documents, guidebooks, good practices in gender mainstreamingand sel-learning tools that have been developed by or with UNESCO.

The “Priority-Gender electronic discussion group” contributes to this eort by supporting the sharing o knowledge and experiences between UNESCO sta members working rom HQ and in the eld. ThePriority-Gender electronic discussion group was created by the Section or Women and Gender Equalityto oster the exchange o views, resources and inormation on gender among UNESCO sta members.

To date there are 82 subscribers: 25 working in Headquarters and 57 in the eld

Evaluation criteria

1. “WORKS WELL”


The objectives o the Programme are to:• Improve all sta’s understanding of gender concepts and gender equality issues in relation to

UNESCO’s domains;• Ensurethe integrationofwomen’sempowermentandgenderequalityperspectivesinprogramme

and project implementation, monitoring and evaluation with a view to promoting gender equality inall UNESCO activities and programmes;

• Enhancethecapacityofall statocontributetowardstheachievementofgender-relatedEFAandMillennium Development Goals (MDG).

Targetgroups All sta in UNESCO. The need to achieve a 100% rate o sta trained in gender mainstreaming has beenrecently emphasized by the Director-General in order to overcome resistances and delays


The training is mandatory or all UNESCO sta.Both the ace-to-ace training modules and the eLearning Programme have a knowledge and

competence content. They ocus on allowing participants to understand:• Necessity, rationale and legitimacyofgendermainstreamingapproach, itsaims andrelevance in

everyday work;• Genderequalityasa cross-cuttingissueandhowitcontributestoUNESCO’ssupport toachieving

international development goals in Member States;• WhatgendermainstreamingisaboutandhowitactuallyworksatUNESCO;• Men’srolesandresponsibilitiestowardsgenderequality• Gender-equalityissuesrelatedtoUNESCO’swork

• Facetofacetrainingmodulesdierbytargetgroup:forexample,thelengthvariesbetweenhalfadayor top managers and 5 days or eld ofcers (in-country).





Genderequalityresults (long

term andshort term).Outcome/ specicchanges asan actualresult o theprocess/ activity

UNESCO improved its perormance in addressing gender-equality considerations in both policy andstrategy documents, reecting the strategic commitment in the Medium-Term Strategy or 2008-2013,which designated gender equality as a global priority.

The Organisation reinorced its actions in avour o women’s empowerment and gender equality in itselds o competence, especially at country level. In addition, since 2008-2009 the UNESCO Secretariatrenewed its high-level commitment to strengthening gender parity.

Through the analysis it perorms o all UNESCO projects every other year, the Division or Gender equalityhas observed an improvement in the way gender equality issues are integrated in project work.


Every training module has been assessed by participants through nal evaluation orms. For theeLearning resource, an online survey has been set up or this purpose or each module, accessible onthe web page.

The training has been evaluated internally. There is no special evaluation system or the Gender Divisiontraining activities. They are subject to the general UNESCO Planning, monitoring and reporting system(UNESCO has several evaluation mechanisms). In this system, there are specic questions aboutgender equality and on the results o UNESCO projects. The database is ed by UNESCO project sta.Every six months the Division or Gender Equality uses the data rom the monitoring and reportingsystem to produce a monitoring report addressed to governing bodies. The division also assessesresults when sta goes on mission or training, by talking to various stakeholders. In addition, eachUNESCO sector evaluation has to look at gender equality results (among other issues).Outcomes appear in line with the goals, ullling the eectiveness criterion.

Plans togathernancial

resourcesand/orinstitutionalarrangements

Gender equality is one o UNESCO’s global priorities. This ensures continued support or gendertraining initiatives.

TRANSFERABILITY


Gender equality is one o UNESCO’s global priorities. This ensures continued support or gender traininginitiatives.

LEARNING


• Inordertoobtainresults,thereistheneedforafully-edgedstrategyconnectingaclear,yetambitiousgoal (100% o sta trained), with a number o diverse and complementary tools and organisationalactivities within a realistic time-rame.

• Internalresourcesshouldbecloselyinvolvedinthedevelopmentanddeliveryoftrainingforensuringrelevance o training material and content to the actual work o the organisation.

• Menshouldbeencouragedtotakepart inthetraining.Theirparticipationisnecessarytopromotethe integration o gender issues in the work o the organisation and it brings new perspectives to theissues being addressed.

• TheexperienceofworkinginsmallgroupstoreviewaUNESCOprojectfromagenderperspectiveproved especially useul in workshops. This exercise appeared to be one o sel-discovery or manyparticipants. Several seemed surprised that there was so much to consider and equally surprised that

‘they got it and got it so quickly’.• Gendertrainingincreasesdemandsandexpectationsfortheworkofthestaresponsibleforgenderissues within an organization. Resources need to be oreseen to respond to the demands or gendertechnical assistance that gender training and advocacy generate.





Successactors

Support rom the UNESCO Director is crucial in ensuring attendance.Having the Division or Gender Equality acilitate the workshop legitimises the training in the eyeso participants and ensures that content o training is at all times relevant to day-to-day work. (As in

other organisations) sta value learning rom other sta more highly when the group is composed o sta rom several ofces or dierent Sectors and Services and when the group delivering the trainingincludes other UNESCO sta.

External gender expertise has proven useul to both acilitate and plan the training sessions. The project is one example o UNESCO’s eorts to contribute to the process o creating open learningcommunities by developing ICT based content or community learning.

Mainobstacles

Involvement o decision-making levels.Use o external gender expertise.

Sources http://www.unesco.org/new/index.php?id=34592

Contacts Division or Gender [email protected]@unesco.org





G+ Program: A methodology or using public budgeting to improve gender equality



Andalusian Regional Government (Junta de Andalucía):Gender Budgeting Programme o the Directorate General o BudgetRegional Ministry or Finance and Public Administration

Timelines Experience in practice since 2003 when Law 18/2003 created the Gender Impact Commission that isresponsible or issuing the gender impact Report.In 2004 the First Gender Impact Evaluation Report or the Drat Budget or the Autonomous Region o Andalusia or 2005, was produced but not published.In 2005 the Gender Impact Evaluation Report or the Drat Budget or the Autonomous Region o Andalusia relative 2006 was published or the rst time.

The Report has been published and improved every year since 2005.In 2007 a strategy or gender mainstreaming in budget policy was launched–Programme G+ that

continues to the present.Overview The Andalusian government has been implementing a gradual, systematic and coherent initiative

o gender-sensitive budgets, which have become a benchmark experience both nationally andinternationally. This model is based on one hand, in the publication o the Gender Impact EvaluationReport rom the drat Budget by the Gender Impact Commission, and, on the other hand, in theimplementation o a strategy or mainstreaming gender in the public budget.

The Andalusian GB initiative is characterised by an important regulatory anchor, which began with thepassage o Law 18/2003 creating the Commission Impact o Gender and the Gender Impact Reporton the Regional budget. Subsequently, there have been numerous legislative developments in thisregard, pointing to Article 114 o the Statute o Autonomy, which entails taking into account theimpact o gender on the development o laws and regulations o the Autonomous Community, Law12/2007 promoting Gender Equality in Andalusia, the Legislative Decree 1/ 2010 o March 2, which

placed the Gender Impact Report among the Budget´s documentation attached, and Decree 20/2010o 2 February, which regulates the Gender Impact Commission or the budget o the AutonomousCommunity o Andalusia as a specic advisory body.Noteworthy is the promotion and development, since 2007 and by the Andalusian executive, o Programme G +, a long-term strategy or planning, management and evaluation o the publicbudget taking into account the dierent opportunities, needs and interests o men and women inthe Andalusian context. This initiative has resulted in the identication and classication o budgetprogrammes according to the Scale G +, into our classes (G +, G, g1 and g0) in relation to its greaterimportance and relevance to gender equality: meaning, programmes G + are the most relevant andg0 having little or none importance and relevance.Depending on the classication o programmes, commitments expressed in the Strategic DirectionsPaper (DOE.G+) take place, and these provide signicant improvements in knowledge o the realityo men and women in Andalusia budgetary policies and the implementation o measures to correctexisting inequalities. The third phase or the monitoring and evaluation o results is currently beingdeveloped.

The initiative helps in devising plans rom a gender perspective; develops a methodology with toolsto assess the consequences o public policies in terms o gender equality, and supports training. Itadopts a multi-level approach to ensure gender equality policy throughout the Andalucía regionalpublic administration. The Programme supports and encourages, in the short –and medium-term, thedesign and implementation o initiatives with a positive gender impact and the evaluation o policiesrom a gender perspective. All these elements are intertwined with training in order to develop aStrategic Orientation Document (DOE) that is used as a guide to tackle gender initiatives in publicadministration.





The training courses were launched in 2006: they train ofcials rom the Andalusia RegionalGovernment in understanding the implications o public expenditure on gender equality. The trainingprocess includes several courses about gender mainstreaming and budgeting. Special trainingsessions are included or those policymakers responsible or programmes with strong gender impactsin the ramework o the G+ Project. Training either ace-to-ace or online.In 2010 within Programme G+, the Fund G+, was launched, which constitutes nancial support aimedat carrying out projects that strengthen gender mainstreaming.It helps reinorce capacity building, knowledge and links between gender issues and budgetingprocesses. In sum, 22 Projects were nanced rom all Regional Ministries expect two. Furthermore 10o them were developed in collaboration with two or more directive centres.

Evaluation criteria

1. “WORKS WELL”


•SupporttheintroductionofgenderbudgetinginAndalusiaregionalgovernmentpractices.• Mainstream gender equality and introduce the gender dimension in the adoption of public

programmes and policies, by enabling public managers to assess the gender equality implications o public choices related to the budgeting process.

•Achieveaculturalchangeinthepublicadministrationwherebypolicymakersapplynewmethodologiesand ormulas integrating gender mainstreaming.

•Leadeverypolicymakertobeawareofthegenderimpactofpolicies.

Targetgroups

Public ofcials working in Andalusia regional government departments (Consejerías).

Methods

and toolsused

Courses include both specic gender topics and issues related to the gender impact o each budget

unit (or example, urbanism, social services, employment, etc.). The training process involved the development o new methods and tools or learning, awarenessraising on gender issues related to budgeting and ghting against stereotypes.

Genderequalityresults (longterm andshort term).Outcome/ specicchanges asan actual

result o theprocess/ activity

• Apositiveinuenceofthewholeprocessinthedevelopmentofanequalitypolicyagenda,oftheRegional Government

• Theintegrationofgenderissuesinplanningandimplementingpolicies,fromabudgetaryview• Theimprovementoforganisationalcapacitybuilding,andculturalchangesamongpolicymakers,such

as diusion o the realization that gender mainstreaming is a part o the political process o developingplans and programmes by policymakers, and not only an issue to be dealt with by technical sta inorder to match the needs o women.

• Improvementofthecapacitybuildingofthepublicadministrationintermsofgenderequalityfocusedon drating a gender budget.


Internal evaluation is taking place. Preliminary results showed that it is necessary to continue on thisactual track, with a view to be kept on training and the delivery o more tools or inormation.

Plans togathernancialresourcesand/or

institutionalarrangements

In the rst quarter o 2010, the regional Ministry or Finance and Public Administration launched theFund G+ with the goal to encourage the management centres o the Government o Andalusia tocreate specic projects to reinorce gender budgeting.





TRANSFERABILITY


Montevideo City Council and Bilbao Local Council.Other experiences to date are Granada Provincial Council and the methodology used in the GenderImpact Evaluation Report or the Drat Budget at the State level (2011) Malaga Provincial Council (2011)and La Rioja Regional Government (2011).

LEARNING

Successactors

The initiative chose to target public managers with responsibility in designing, implementing andevaluating the public budget. This helped “normalise” gender issues and generated a sustainable trainingdemand that accompanied a slow cultural change among people responsible or assigning budgetheadings.Common eatures in the content o training programmes ensured a minimum level o genderempowerment according to the state o gender relations in the social and political contexts where theywere applied.A new organisational culture involving gender issues was introduced. This acilitated the eorts inachieving multi-level coordination-training processes require the participation o many dierent levelsand the creation o a common “language” in gender terms.

The improvement o the efcacy o the gender budgeting process can be attributed to the extent thatthe programme was able to tackle the main concerns o the policymakers. The initiative managed toengage policymakers, looking or their involvement as they are the responsible or the adoption o theplans and programmes with more gender impact.Awareness raising was perceived as a crucial tool to tackle the impacts o budgeting rom a genderperspective. It also helped reinorce organisational capacity building and democratic quality, visualisinggender inequalities.

Mainobstacles It proved difcult to change habits in some o the regional government departments. The removal o gender stereotypes implies strong eorts and it is not easy to break cultural patterns.


• Thetrainingandawareness-raisingexperiencesingenderbudgetinginAndalusiaprovetheexibilityandadaptability o the gender mainstreaming approach. Awareness raising and training processes were linkedwith other organisational objectives such as increasing the quality o democratic processes and capacitybuilding.

• Inordertomainstreamand“normalise”genderissuesitisnecessarytoinvolvepublicmanagerswithactualresponsibility in key processes, such as the design, implementation, and evaluation o public budget.

• Trainingworksbestwhenitsupportsandissupportedbycomplementaryactivities

Sources http://www.chap.junta-andalucia.es/haciendayadministracionpublica/plani_presup/genero/genero.htm

Contacts Ana Isabel EscobarHead o Monitoring, evaluation and budget policy Service. Directorate General or BudgetRegional Ministry o Finance and Public Administration- Junta de Andalucí[email protected]





Internal Training and Toolkit on Mainstreaming gender equality in EC Development Cooperation


Name o the

Organisation

European Commission Directorates Generals (DG’s) Relex, DEV and AIDCO, now unied in DG DEVCO

Timelines Toolkit on mainstreaming gender equality in EC Development Cooperation: at the end o 2004, EuropeAid consulted the Gender Group on the drat text o the EC toolkit, which was nalized in early 2005and revised in 2007 and 2009. The rst implementation was conducted by ILO (2004-2007) – Training:2008-2010

Overview Until June 2011, Within DG Europe Aid, a structure to provide quality support to cooperation existed:Directorate “Quality Support” and in particular its UNIT 4 “Governance, Security, Human Rightsand Gender” had the task o dealing with gender issues. UNIT E4 provided support to all actors o Development Cooperation, with specic concern to gender issues, and the tool kit stands as onethe main tools developed to provide guidance and coherent methodological approaches. DirectorateE has now been merged – in the new DG DEVCO Europaid – with a thematic directorate in the

new Directorate D ‘Human and Society Development’ which is providing quality support but alsomanaging thematic programmes related to the so called ‘cross cutting issues’, among which gender.Quality Support Groups (QSG) have been established to assess the gender dimension o proposedprogrammes. The reections rom QSG, both during identication and ormulation phases have to betaken into consideration, concerning the eective and real contribution provided by the initiatives togender equality and gender mainstreaming.Since 2005, gender mainstreaming has been considered a cross-cutting issue in the identication,ormulation and evaluation o cooperation projects and programmes. In the monitoring process,within a Result Oriented Monitoring system, gender is one o the selected criteria, to assess coherence,quality and eectiveness o achievements. The toolkit is, then, part o a wider and long-time standinggender mainstreaming strategy, aimed at inspiring and supporting the gender equality perspectiveamong actors and institutions in all policy and project lie cycles.

The DG’s responsible or development cooperation at the European Commission (EC) have developed andhave been using tools (ace-to-ace and internet-based training, a helpdesk, and the toolkit) or enablingboth gender and non-gender specialists to incorporate gender equality in all aspects o their work.

The Toolkit specically illustrates how gender can be mainstreamed with dierent sectors such as oodsecurity, health, education, and trade. It is distributed within the European Commission, to Delegationsand partners, and it is published on the DG internet and intranet websites.Building upon ofcial EU Policy Commitments and material contained in the Toolkit on MainstreamingGender Equality in EC Development Cooperation (3rd Edition – 2009), a series o Gender Brieng Noteshas been designed to help EU sta working in development cooperation to easily identiy and accountor gender equality issues in specic sectors and thematic areas. Brieng Notes have been preparedon the ollowing themes: Gender and Trade; Mainstreaming Gender Equality in Decentralisation andPublic Administration Reorm; Women’s Human Rights; Gender Equality and Technical and Vocational

Training; Gender Budgeting in Programming Based Approaches to Aid.

Evaluation criteria

1. “WORKS WELL”


Disseminate gender specic knowledge in the DG beyond the sta that already specialises in genderissues, in order to mainstream gender equality issues in all operations.

Targetgroups

European Commission sta working in development cooperation both in Headquarters and inDelegations.National partners (government and non-governmental), and other donors, as well as by expertsengaged to provide technical assistance in the design and implementation o development

programmes represent the targeted audience or the training. The training has been opened to NGO’s and project promoters in partner countries.One training module targets external experts who review projects during implementation within theDG Results-Oriented Monitoring scheme.





Methods,tools, andaims

The training ocuses on how to mainstream gender equality in the Cycle o Operations, in the projectapproach and in budget support. The contents o the online and ace-to-ace courses are based onthe “Toolkit on mainstreaming gender equality in EC development cooperation”. Additional contentis developed by the training team. The training was introduced in order to overcome the limitationsto gender mainstreaming arising rom the rule in the review system or programme proposals whichconnes the intervention o the gender unit to programmes already earmarked or gender.A helpdesk aims at assisting EC ofcials think through how to use the training and toolkit in actualprogramming situations.

The toolkit pursues a dual-track approach: it deals with both measures specically designed to tacklegender inequalities, and with how to incorporate gender issues into all aspects o development policy(mainstreaming).

The training is knowledge– and competence-based: it aims at providing participants with the knowledgenecessary to integrate gender in their work. It is organised around a number o modules, varying romvery basic to more advanced and includes both ace-to-ace (in loco) training and online courses. The

range o modules includes both courses aimed at sta who act as Gender Focal Points within their unitsand at sta who have no specic gender responsibility.

The training uses a practical and interactive approach, based on case studies and group work.Participants’ sharing their knowledge, experience and skills is an integral part o the learning process.Knowledge about the training is spread through Syslog (the internal system o the EuropeanCommission through which EC sta may obtain inormation about and access to training), innewsletters and leaets distributed within the EC, Member States and EU delegations. The onlinecourse was delivered through Blackboard, a website created by EuropeAid to enable the sharing o knowledge and distance learning. AIDCO (unit E4 and G4) coordinated the Blackboard course withthe support o the EU Gender Advisory Services (GAS) in Brussels. A coordinator and tutors proactivelysupported participants. The Blackboard courses aim at providing both a learning opportunity tothose, particularly in Delegations, who are not able to attend ace-to-ace courses; and at oering the

possibility to urther develop knowledge and skills to those who have already attended ace-to-acetraining. Each o the online training courses required approximately 10 hours learning time.

Genderequalityresults (longterm andshort term).Outcome/ specicchanges asan actualresult o the

process/ activity

Evaluations show that participants (rom data in the evaluations available online mostly women andequally distributed between Headquarters and Delegations) have increased their gender specicknowledge, especially in relation to EU Commitments and Policies on gender equality and women’srights in development cooperation.

The toolkit and the helpdesk have increased the way gender equality issues are taken into accountwithin the practice o the DG.


Yes, by the Gender Advisory Services. Report o the monitoring will be available at a later stage.

Plans togathernancialresourcesand/orinstitutional

arrangements

In 2010, in “Council conclusions on the Millennium Development Goals or the United NationsHigh-Level Plenary meeting in New York and beyond” (2010), the “Gender Equality and Women’sEmpowerment in Development EU Plan o Action 2010-2015” was developed. In the actions oreseen,the Toolkit is mentioned as one o the tools to strengthen skills and approaches on gender equality indevelopment cooperation, or the period 2010-2015, so extending the potential impact o the Toolkitto the next 5 years period.





TRANSFERABILITY


The ‘GDA’ Training Package (EC/UN Partnership on Gender Equality or Development and Peace)EC/UN Partnership on Gender Equality or Development and Peace, a joint programme o the EuropeanCommission (EC), the United Nations Development Fund or Women (UNIFEM), and the International

Training Centre o the International Labour Organisation (ITC/ILO). The EC Delegations in the 12 pilotcountries will be ully involved in the project. The ITC-ILO has oered the Partnership training andknowledge-sharing expertise or developing guidelines.

Potential/ constraintsin relation tomovingorward

Generalised budget cuts may jeopardise the scope o the activities without continuation o organisationalsupport and management priority.

LEARNING


Training is part o a strategy utilizing complementary instruments (the toolkit, the helpdesk, and additionalmaterial, such as the Gender Brieng Notes) all aiming at assisting EC ofcials think through how tointegrate gender issues in their work. The development and delivery o these instruments has beenstrategically timed. Cooperation with organisations operating in other countries and with internationalorganisations has permitted the acquisition o valuable instruments

Successactors

The toolkit and trainings are tailored to the specic needs and work expertise o users and participants.Gender advocates make analyses and proposals, which are accessible to and can applied by policy-makers.Co-ordination is sought between ministries o planning, nance, statistical services, women’s

organisations, and gender machineries, in order to ensure eective gender planning and programming,including gender budgeting and implementation. The Toolkit and guidelines or the programmingprocess on gender equality address this need. The European Commission strategically timed thecomplementary development o the toolkit, the delivery o training, and the creation o the help desk.A proactive and exible approach has been taken to implement the online courses: tutors and thecoordinator communicated with the enrolled sta and provided support in a number o ways (e.g., byliaising with the technical support sta or by extending deadlines to overcome technical problems).

Main ob-stacles

The analyses claim that little progress has been made in integrating gender equality and justiceindicators in Country Strategy Papers (CSP’s) and National Indicative Programmes (NIP’s) to make surethat the EU’s gender equality goals are implemented. Analysis o existing and proposed FinancingAgreements so ar indicates that there are only a ew indicators or gender in place to monitoroutcomes related to gender justice.

Sources http://ec.europa.eu/europeaid/sp/gender-toolkit/index.htm - www.gendermatters.eu/

Contacts Marina Marchetti [email protected]





Endnotes

1 See § 4.1 or an explanation o the eatures o gender mainstreaming policy whichunderpin the choice o these countries.2 Dubel, I. (2002) “Challenges or Gender Mainstreaming. The Experiences o Hivos”, Paperpresented at Women’s Worlds 2002, Kampala, 21–26 July 2002Council o Europe (1998: 16-18) Conceptual ramework, methodology and presentation o good

practices: Final Report o Activities o the Group o Specialists on Mainstreaming [EG-S-MS (98)2]. Strasbourg. http://www.dhdirhr.coe.r/equality/Eng/Final%20Report%20Mainstreaming.htmlLevy, C. (1992):6, “Gender and the environment: The challenge o cross-cutting issues indevelopment policy and planning”. In Environment and Urbanization, 4(1): 134–149

Hannan, C. (2000). “Gender Mainstreaming in Economic Development in the United Nations”,Paper at Gender Mainstreaming, Competitiveness and Growth, at Paris, 23-24 November20003 The term eect here reers to the transormative nature o gender mainstreaming and isnot, thereore, limited by a mere quantitative balance between genders. The term is utilisedin general, to indicate outcomes, impacts, and results (see)4 A mechanism is the process bringing about a change—or example the process throughwhich an individual modies her behaviour, utilizing the resources she has or that a publicaction provides her with. The context is given by the situation in which individuals, groups,and organisations nds themselves, by the bunch o (physical, spatial, economic, social,

cultural, normative, cognitive, legal, and nancial) resources they can resort to, and that may(or may not) be activated by the mechanisms. Naturally, only some o these resources arerelevant or each specic situation, and, thereore, or the analysis. Outcomes are the changeswhich emerge rom the interaction between contexts and mechanisms. This ramework permits to identiy in which conditions a specic mechanism, triggered within a speciccontext , produces a specic outcome. It lets policy makers, project/program developers, andactors orm an idea o how specic eatures o a good practice may interact in their specicsituation, with a given conguration o resources that can be activated, interested groups,and potential contrasting orces. (Pawson and Tilley, 1997)5 Each good practice might have a variety o objectives and employ dierent tactics andmethods.6 Some o the trainings identied as good practices include also private organisations.7 GEcel (2005): 36 distinguishes three undamental concepts in gender training: knowledge(possessing inormation about gender relationships and how they are developed andconstrued, as well as about strategies to implement gender mainstreaming); attitudes(dealing with one’s own gender role, analysis o one’s own way or relating with other people,organisational structures, and power rom the gender point o view); and capabilities (beingable to act in a gender sensitive role, being able to utilize strategies to improve genderequality). Sangiuliano (2010) reers to a knowledge-based and a transormative training-whose model appears to be the gender+ QUING-OPERA training, involving reexivityand active involvement o trainees. From the observation o the case studies, we utilize a

concept o competencies (ability to integrate gender issues in one’s work by developinga dierent way o thinking about policies and/or by utilizing tools and procedures). Thestudy examples show that competencies may be acquired also through knowledge-based

Endnotes




Endnotes

trainings.8 Bacchi, C. (2011) “Gender mainstreaming and reexivity: Asking some hard questions”Keynote speech at the Advancing Gender+ Training in Theory and Practice Conerence.Madrid, February 3 http://www.quing.eu/les/opera/conerence_programme_nal.pd 9 Sangiuliano, M. (2010). Background Paper on Gender Training or Gender Mainstreaming.EIGE.



European Institute or Gender Equality

Good Practices in Gender Mainstreaming

Towards Eective Gender Training

Mainstreaming Gender into the Policiesand the Programmes o the Institutions o EuropeanUnion and EU Member States

Lithuania: European Institute or Gender Equality, 2011

2011 - 26pp.- 17,6x25cm

ISBN 978-92-9218-019-5

doi: 10.2839/24110



www.eige.europa.eu

MH- 3 2 -1 1 - 9 6 1 -E N- C

good practices in gender mainstreaming towards effective gender training

Documents