1. Gender Audit Name of the institution

2. Results from the Self-Assessment Questionnaire

3. 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.

4. 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.

5. 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.

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

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

8. 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.

9. 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.

10. 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.

11. Results from the Focus Group Discussions

12. 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

13. 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.

14. 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.

15. 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.

16. 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.

17. Thank you for your attention and your contributions