9.4 Annual Impact Evaluation Report (original) (raw)
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2018 IEEE Frontiers in Education Conference (FIE)
This paper describes the initial steps of a project developed with the aim of fostering diversity and the gender equality at the University of Minho, with a particular focus on the school of engineering. The project follows the actionresearch method, starting by gathering the perspectives of the various organizational participants (academics, nonacademics, researchers, and students). The insights emerging from the collected information supported the definition and the prioritization of actions and activities of the Gender Equality Plan. Four levels of intervention were considered: Human Resources and Management Practices, Research Content and Delivery, Teaching and Students' Services and Institutional Communication, under the EQUAL-IST Project (Gender Equality Plans for Information Sciences and Technology Research Institutions). The techniques used to gather the supporting information included interviews with decision makers, as well as focus groups with students, teachers, and academic staff at the School of Engineering. From the analysis of the gathered information emerged a set of challenges and opportunities to improve gender equality. The Gender Equality Plan (GEP) now being implemented at the university addresses the identified challenges and integrates actions to seize the opportunities to achieve greater gender equality. GEP was designed in line with 3 main goals: raise awareness, implement structural changes and engage stakeholders in mind-set change.
It’s all about Priorities: Tips for Successfully Implementing Gender Equality Actions
International Conference on Gender Research, 2023
The adoption of an inclusive Gender Equality Plan (iGEP) in Research Performing Organisations (RPO) and Research Funding Organisations (RFO) is a dynamic process that mobilises knowledge and skills, and at the same time creates challenges in each step. The Horizon 2020 CALIPER project supports seven RPOs and two RFOs across Europe in implementing iGEPs, focusing on the STEM fields. At this stage, CALIPER partners completed the first iteration phase of their iGEP implementation lasting 12 months. This work-in-progress paper presents practical examples from their GEP experience so far, focusing on the activities/steps an institution can put in place to adopt an inclusive approach to the GEP process. The "tips" are grounded in the formative evaluation reports, drafted by the CALIPER RPOs/RFOs after the end of the first implementation iteration. This action-oriented paper targets practitioners, active in Gender Equality (GE) in Research and Innovation (R&I).
Participatory Gender and Equity of Gender and Equity Policy of UNRA, 2019 -May, 2021
PGEA at UNRA,2021, 2021
The purpose of the PGEA was to assess the extent to which Gender and Equity was mainstreamed into UNRA’s current policies, projects, programmes, organizational structure, internal practices and procedures. And to document good practices, identify gaps and formulate recommendations for improvement. The PGEA adopted Mixed Methods Research Approach (MMR) involving both quantitative and qualitative methods of research with blend of a descriptive correlation design to collect, analyze data, and to report on the findings of the PGEA in line with: - UNRA’s Gender and Equity Policy – 2019, PFMA, 2015, National Development Plan III, Vision 2040 and Other relevant Legal and Regulatory Frameworks. The Data for the PGEA was collected through; Questionnaire, Focus Group Discussions, Observations, In-depth Interviews with Key Informants and review of UNRA’s Documents. The Collected data was analyzed both quantitatively and qualitatively using appropriate computer software. The findings of the PGEA show that, UNRA had made significant milestones in mainstreaming gender and equity. A number of good practices were identified among which included; designation of the focal point person to coordinate mainstreaming of gender and equity issues in her operations; establishment of rotational yet representative gender and equity committee; formulation of gender and equity policy of 2019; provision of lactating room for lactating mothers; undertaking PGEA; and providing Affirmative Action to Female Engineers during recruitment. The supportive SOPs for mainstreaming gender and equity were also identified namely; Land Acquisition and Resettlement Manual; situation assessments; UNRA Operating Model 2020; Environmental and Social Management system; and community empowerment processes that included inclusive financial literacy trainings offered to project affected persons and involvement of both husbands and wives and their children during negotiations preceding compensation and resettlement of Project Affected Persons (PAPs). Despite, the milestones recorded, some challenges were also identified i.e. scarcity of qualified female engineers in the job market and low staffing levels in the stations. Besides, low staff capacity to discern gender and equity issues in UNRA’s operations was critical. The major limitation of the PGEA was low response rates to an online survey and restrictive SOPs of COVID 19 which made it difficult to conduct face to face interviews with Respondents. Based on the challenges identified, the PGEA made some recommendations for UNRA among which included; shift of approach from gender integration to gender mainstreaming in-line with UNRA’s programming cycle; addressing the issue of information management by establishing an online automated Management Information System (MIS), that is linked to UNRA’s Monitoring and Evaluation system; setting up a Joint Electronic Filling System (JEF) for easy storage, retrieval and archival of data while reducing on paper transactions for environmental conservation; To enhance the staff capacity to appreciate importance of mainstreaming Gender and Equity at UNRA, the PGEA recommended enrolling all staff to undertake free online course on gender that is hosted by UN-Women via this link: https://trainingcentre.unwomen.org/portal/ The PGEA concluded that, UNRA was on track in as far as implementation of her Gender and Equity Policy was concerned. However, there is need to prioritize the development of Guidelines alongside a costed Gender and Equity Strategy for operationalizing her Gender and Equity Policy to the fullest.
EU Gender Action Plan 2016-2020 at year one: European Implementation Assessment
European Parliamentary Research Service, European Parliament, 2017
The EU’s Gender Action Plan 2016-2020 (referred to as GAP II) is the Union’s framework for promoting gender equality and women and girls’ empowerment in external relations in third and partner countries, as well as in international fora and agendas. GAP II is significant, as it constitutes the manifestation of the principles related to gender parity outlined in the new European Consensus on Development. Its goals are also key to the successful achievement of the Sustainable Development Goals (SDGs). Against this background, this European Implementation Assessment seeks to provide an initial assessment of the strengths and weaknesses of GAP II at its first milestone: the end of its first year of operation in third countries. Given the short timeframe of the evaluation, this study presents some preliminary findings on the achievements and shortcomings in the application of GAP II, but also aims to assess the new framework itself. Moreover, it provides Members with a number of opportunities for action and recommendations for improving EU performance on promoting and protecting gender parity and women’s empowerment in partner countries.
Evaluating Gender Structural Change: Guidelines for Evaluating Gender Equality Action Plans
2016
GENOVATE is an action-research project which aims to ensure equal opportunities for women and men by encouraging a more gender competent management in research, innovation and scientific decision-making bodies, with a particular focus on universities. The project is based on the implementation of Gender Equality Action Plans (GEAPs) in six European universities and brings together a consortium with diverse experience in gender mainstreaming approaches. In tandem with the implementation of GEAPs in six European universities, a seventh partner institution – the Complutense University of Madrid (UCM), Spain – has been in charge of providing training and support to partners in terms of their GEAP evaluation process. The present Guidelines aspire to foster a reflection on how to evaluate gender structural change at University and also be a useful tool for all those planning to carry out an evaluation of a GEAP. This document synthesises the main ideas and steps to take into account while...
Gender Equality Plan : 1 June 2021 - 31 December 2022
2021
Grade A corresponds to the scale of research professors of OPIs. Grade B, scale of scientific research staff in OPIs; scale of tenured scientific staff in OPIs; distinguished research staff; with a contract from the "Ramón y Cajal" Programme. Grade C (first post-doctoral stage) personnel with a contract from the "Juan de la Cierva" Programme; work and service in charge of research projects. Grade D (pre-doctoral stage). equivalent to research personnel in training (FPI, FPU and other pre-doctoral contracts from competitive calls). R7.2. Designed corrective measures to reduce the gender pay gap. 7.1. Gender budgeting 7.2. Gender pay gap: analysis and action 8. Inclusive and non-sexist communication O8. To implement across the organization the use of an inclusive and non-sexist communication that contributes to the visibility of women and to gender equality. R8.1. Implemented guidelines for the use of inclusive communication. R8.2. Built-in capacity in the use of inclusive communication in all areas.
Overcoming the Challenge of Structural Change in Research Organisations – A Reflexive Approach to Gender Equality
Universities are large, complex and highly hierarchical organisations with deeply engrained gendered values, norms and practices. This chapter reflects on the experiences of two universities in initiating structural change towards gender equality as supported by the TARGET project. A common aspect thereby is the lack of a national policy in higher education and research providing specific support for implementing gender equality policies. The process of audit, design, implementation, monitoring and evaluation of the first gender equality plan (GEP) in each of these universities was conceived as a first step in a long journey, providing a framework for engaging different institutional actors and fostering reflexive, evidence-based policy making. The analysis deals with reflexivity and resistance and seeks to draw lessons from bottom-up and top-down experiences of GEP implementation. It is the result of shared reflection between the GEP 'implementers' in the two universities and the team who provided support and acted as 'critical friends'.