Gender Audit Name of the institution

Slides:



Advertisements
Similar presentations
Diversity in Management
Advertisements

The need for gender disaggregated data and its impact on policies, and achieving gender equality goals Hamidan Bibi.
 The objective was to provide the World Bank, the League of Arab States and CAWTAR with a better understanding of your needs and interests, and of how.
Cultural Competence “Whenever people of different races come together in groups, leaders can assume that race is an issue, but not necessarily a problem.”
Chapter 1 Introduction to the Psychology of Gender _____________________.
Welcome Maria Hegarty Equality Strategies Ltd. What ? Equality/Diversity Impact Assessment A series of steps you take that enable you to assess what you.
Effective Public Speaking Chapter # 3 Setting the Scene for Community in a Diverse Culture.
Overview of gender statistics: why, what, for whom and how Workshop on Integrating a Gender Perspective into National Statistics, Kampala, Uganda
Mainstreaming Gender and Official Statistics Sara Demofonti (Istat) International Seminar on Gender Statistics November 2013.
1 Gender Statistics: What is all about? Angela Me UNECE Statistics Division.
United Nations Statistics DivisionRegional Workshop on Integrating a Gender Perspective in the Production of Statistics, Amman, Jordan, 1-4 December 2014.
Has gender been mainstreamed in YOUR organization? CAPWIP MGGR Nov 2007.
Teaching a Diverse Audience Katharine Carter and Lara Meredith.
1 Your reference A Case for Gender Statistics in National Statistical System Mr. Pali Lehohla Statistics South Africa 26 January 2009.
Some sociological aspects on gender discrimination at work in Croatia Branka Galić Faculty of Humanities and Social Sciences, Department of sociology Zagreb,
Customised training: Controversial issues and post-16 citizenship.
A GENDER TOOLKIT FOR EDUCATORS By Emily Brown 13 October 2010.
WOMEN IN MANAGEMENT SEMINAR 30 August 2012, PMB Makhosazana Nxumalo.
Strategy for Improvement of Population Living Standard (Strategy) in the Republic of Tajikistan for the period Parviz Khakimov –expert group.
Community Score Card as a social accountability Approach Methodology and Applications March 2015.
STATEMENT OF EFA GOAL: 5 Eliminate gender disparities in Primary & Secondary education by 2005, and Achieving gender equality in education by 2015 With.
Gender Focal Point Network Training & Orientation
2018 PISA Global Competency Assessment
MINISTRY OF WOMEN’S EMPOWERMENT AND CHILD PROTECTION
SCHOOL BASED SELF – EVALUATION
Gender, Diversity and Climate Change
Equality and Human Rights Exchange Network
Gender-Sensitive Monitoring and Evaluation
Gender-Sensitive Monitoring and Evaluation
Goals of this workshop Become familiar with the gender equality action plan you will use in workshops 4 and 5. Talk about your experiences and suggestions.
SP_ IRS : Research in Inclusive and Special Education
Module 9 Designing and using EFGR-responsive evaluation indicators
THE SELF SUSTAINING NON-PROFIT Golden Lessons From the Development and Corporate Sectors 14th Eastern Africa Resource Mobilization Workshop Paper.
Integration of gender roles in school and curriculum
DIT Athena SWAN Process
Evaluation of the National Programme for Gender Mainstreaming in the Swedish Municipalities and Counties Presentation at the Mayors Conference.
A gender sensitive organization should meet the following criteria in its practices: First, the balance of women and men on the staff should include a.
Evaluation of Research Methods
Sport Studies Seminar: QUANTITATIVE APPROACHES
Gender statistics in Information and Communication Technology for Women’s Empowerment and Gender Equality Dorothy Okello, Annual.
MODULE 24 – EQUAL OPPORTUNITIES AND GENDER BALANCE
GENDER STATISTICS IN INFORMATION AND COMMUNICATION
Gender and Election Observation: Election Day Observation and
Competency Based Learning and Development
Vietnamese Colleges Self Assessment of their Competence and the Importance of Key Processes Fall, 2017.
Integrating a Gender Perspective into Statistics
Finding Answers through Data Collection
Module 5 SDG follow-up and review mechanisms
Integrating a Gender Perspective into Statistics
Gender Equality in Your Own Backyard
What can be the concrete input of Religion for the promotion of Gender Equality & Women‘s Rights?
LEXICON The group of people who officially control a country
Faculty Development Program Introduction to Gender-Responsive Pedagogy
Thomas Korth, Robert Girvin, Jennifer Nikkel, Allan Terry, Ryan Murphy
Gender and social diversity in nature conservation
Production of Gender Statistics: An overview of the Process
The Gender Perspective
Integrating Gender into Population and Housing Censuses
Approaches to Multicultural Group Work Chapter 5
A people centred approach to peump
Gender sensitization.
Final findings of climate survey
BP FORM 400 ANNUAL GENDER AND DEVELOPMENT (GAD) PLAN AND BUDGET FY 2019.
Gender Audit on Independent Commission for Human Rights ICHR
Gender Equality in Your Own Backyard
GENERATING ISSUE-ORIENTED STATISTICS AND INDICATORS
Final findings of climate survey
Liberian-German Cooperation in Health Strengthening Gender Equality at Liberia’s Health Training Institutions – The Gender Audit Process – 2018.
DG Justice and Consumers
Liberian-German Cooperation in Health Strengthening Gender Equality – The Gender Audit Report – 2018 As part of the feedback a short presentation.
Presentation transcript:

Gender Audit Name of the institution

Results from the Self-Assessment Questionnaire

Content of the Questionnaire The questionnaire included questions from four categories SCHOOL POLICIES (political will) RELATIONSHIP BETWEEN MEN AND WOMEN at the school (organizational culture) ACCOUNTABILITY (disaggregation of data, transparent mechanisms) GENDER COMPETENCE AND SKILLS at the school (technical capacity) These are the categories that usually are part of a Self Assessment Questionnaire for a gender audit. The questions for the self-assessment questionnaire in each of the categories were taken from the Interaction Gender Audit Handbook. Interaction is an international NGO.

Quantitative Results In total xx persons filled in the questionnaire xx of the questionnaires could not be considered because of missing demographic information All together xx questionnaires were analysed acccording to the categories of women and men xx questionnaires were analysed according to the different sub-groups xx women students yy men students xy faculty yx management and admin. staff This slide could also be depicted with a graph, e.g. pie chart. It is recommended to present the general results of the self-assessment not only in qualitative terms but also in numbers. The numbers give an estimation of the size of the respondent group and its composition. As the results will be presented in gender specific and function specific groups (if these groups are big enough to be separated), it is relevant to know the sizes of the groups.

General Qualitative Results Diversity of opinion among respondents Differences between women and men Where is agreement between men and women Where is disagreement between women and men First, you should state if there is high or low diversity of opinion between the respondents in general. Second you may present any differences between women and men. Third you may present the questions or analytical categories where women and men agree and disagree. At this point in the presentation, presenting results for the functional/professional groups may lead to confusion or less focus. If statistical analysis is used, some of the results can also be presentated as graphs. In the case of Liberia we decided not to use graphs as the audience was not familiar with statistical analysis. In other situations it may well make sense to present the results as graphs to show the statistical significance. You may use some of the following slides to state important agreement or disagreement on specific questions. It is recommended to present this according to the analytical categories.

Men and Women: (Different) Levels of Agreement specific results for women and men according to analytical categories

Results in the Different Subgroups Women students Men students Faculty Management/Administration All groups disagree/ agree All groups are neutral in that….

What were the Challenges Mentioned? Political will/ School policies and structures Organizational culture/relationship between men and women Accountability/Transparency of processes Gender knowledge and competence Specific challenges outside the analytical categories The qualitative answers of the self-assessment in regard challenges should be grouped according to the analytical categories and presented as quotes. In the case of Liberia much was said in regard organizational culture and the relationship between women and men, whereas little was said about accountability and transparency. During the presentation, the facilitator should also comment on issues that were not mentioned, and draw attention to the relevance of the respective category.

What were Successes Mentioned? Political will/ School policies and structures Organizational culture/relationship between men and women Accountability/Transparency of processes Gender knowledge and competence Specific successes outside the analytical categories The qualitative answers of the self-assessment in regard successes should be grouped according to the analytical categories and presented as quotes. In the case of Liberia much was said in regard organizational culture and the relationship between women and men, whereas little was said about accountability and transparency. During the presentation, the facilitator should comment on issues that were not mentioned and draw attention to the relevance of the respective category.

Suggestions for Improving Gender Equality School policy Recruitment policy Accountability Gender structure at the school Developing gender knowledge and competence Educate the public on gender issues Create gender sensitive environment These are examples for categorizing suggestions that were made in the case of Liberia. In other gender audits, suggestions/recommendations to improve gender equality at the institution may need to be grouped into different categories. It is recommended to present these suggestions, because they can be used as a basis from which to develop actions in the subsequent steps of the gender audit, e.g. in the gender audit workshop to elaborate a gender action plan.

Results from the Focus Group Discussions

Quantitative Results In total xx persons xx women students yx men students xx women teachers and admin staff xy men teachers and admin staff The quantitative results should be presented according to the number and composition of the focus groups conducted

General Results Key messages: we are born male and female (sex) we are educated to become boy/girls and men/women (gender) Society and culture shapes gender roles, responsibilites, opportunities, attitudes and behaviour Gender roles are changing: „doors can open“ This is an example of how to present the general results in terms key take-home messages from the focus group discussions. In the case of Liberia much of the discussions were dedicated to clarifing general gender issues as presented in this slide. Independent from the level of the discussions there will always something learnt. It is recommend to use the opportunity of the presentation to famliarize a wider audience with them. If you have produced pictures during the focus groups you can use these pictures to illustrate the key messages.

General Qualitative Results Where men and women, both teachers and admin and students have different views e.g.: Equal participation In decision making all the decisions are mostly made by men In acknowledging women‘s points of view If the man is there they will see their opinion as more valuable These are examples from the focus group discussions which are rather common when talking about gender relations: participation, decision making and acknowledgement of women‘s opinion. Most probably they will come out of any discussion about gender equality in any situation.

Specific Qualitative Results Examples Gender friendly structures that facilitate women’s participation and increase their opportunities Employment policies that consider gender equality Relationship between men and women Stereotypical behavior and thinking of women and men Societal cultures that hinder/facilitate progress in gender equality Gender-based violence and sexual harassment Institutional leadership The focus groups will produce a wide range of specific results that need to be grouped and presented using direct quotes in the presentation. This slide presents some potential examples that may come out of the focus group discussions. The issue of leadership is highly important, as without a buy-in from the management, gender equality measures will most probably fail. Yet, it is not the only important issue. During the focus groups one participant said: „If we don‘t talk they will think it is ok“. Gender equality is a matter for everybody in an institution! The focus groups also represent an opportunity to address changing gender roles and how these changes can be used for creating awareness. In most discussions, issues of sexual harassment and gender-based violence arose. It will depend on the situation and institution how to address such issues.

Recommendations Examples: Develop a gender policy for the institution Have transparent recruitment mechanisms adressing gender inequalities in positions Have a gender focal person or department responsible to develop gender equality measures Have gender awareness raising activities At the end of the presentation some slides should present recommendation made during the focus group discussions. The more concrete these recommendations are the better. They can be grouped according to the four analytical categories. These recommendations should be used as inputs for the gender audit workshop and development of a gender action plan.

Thank you for your attention and your contributions