DRAFT
ILO Participatory Gender Audit Report
UNESCO
19 – 30 NOVEMBER 2012, Paris
ILO Audit Facilitation Team:
Mr Federico Blanco Allais
Programme for the Elimination of Child Labour
Mr Raphael Crowe
Bureau for Gender Equality
Ms Alexia Deleligne
Management Support Unit of the Employment Sector
Ms Susan Maybud
Team Coordinator
Bureau for Gender Equality
1
Contents
Acknowledgements................................................................................................................................. 3
Executive Summary................................................................................................................................. 4
Introduction ............................................................................................................................................ 9
Methodology......................................................................................................................................... 10
A.
Structural mechanisms for delivery of Priority Gender Equality ............................................. 11
B.
Gender in UNESCO’s objectives and programming cycle (programming, monitoring and
evaluation) ............................................................................................................................... 17
C.
Selection of working partners on gender................................................................................. 21
D.
Information and knowledge management within the Organisation, and gender equality as
reflected in its products and public image ............................................................................... 26
E.
Gender issues relevant to the technical areas, existing gender expertise .............................. 31
F.
Staffing, human resources policies and organizational culture ............................................... 39
G.
UNESCO staff’s perception of achievement on gender equality ............................................. 46
Annexes ................................................................................................................................................. 47
Annex 1: Feedback Session 30 November 2012 ............................................................................... 47
Annex 2: List of people interviewed and workshop participants ..................................................... 48
Annex 3: List of documents reviewed .............................................................................................. 54
Annex 4: Record of workshop exercises ........................................................................................... 60
Annex 5: Pictures of the workshops ................................................................................................. 64
2
Acknowledgements
A participatory exercise can only succeed with the active contribution of all involved. During the
Participatory Gender Audit (PGA) of UNESCO, the Organization’s management and staff across the
sectors and operational units as well as selected in field offices and external partners contributed
their time and views. The Audit Facilitation Team wishes to record its appreciation to these women
and men who took part in the interviews, focus groups and workshops, and who trusted the team
with their openness, constructiveness and valuable insights. We have done our best to capture these
– and the helpful suggestions that were raised during the audit activities – in the following report.
We would also like to note that we were entirely satisfied that we were given a representative
sample of officials (and their functions) to contact by IOS and ODG/GE. On our side, every effort was
made to follow-up on additional contacts for more information and opinions that were raised in the
course of our interactions.
A special mention of thanks goes to Mr Bert Keuppens, Director of IOS and Ms Gülser Corat, Director
of ODG/GE, for their commitment to the PGA process. The Team also wishes to acknowledge and
sincerely thank Ms Barbara Torggler, Principal Evaluation Specialist and our Audit Focal Point for her
indefatigable support of the process, as well as Ms Sharon Vartürk and Ms Anna Tolstyko-Wang of
IOS for their help on all administrative and logistical matters related to the PGA.
3
Executive Summary
UNESCO’s Gender Equality Action Plan (GEAP) is in its last biennium which is a most opportune
period to review the progress achieved and the challenges encountered. Its evaluation has therefore
been deemed necessary in view of the forthcoming development of the new Medium Term Strategy.
Furthermore, in the September 2012 session of the Ad Hoc Preparatory Group of the Executive
Board of UNESCO1, a number of delegates expressed their regret for the absence of an evaluation of
Priority Gender Equality.2 Within this context, the ILO was requested by UNESCO’s Internal Oversight
Service (IOS) to conduct a Participatory Gender Audit (PGA) and summarize key findings, identify
good practices and provide recommendations for future action while fulfilling stringent
requirements for independence and objectivity. The findings will contribute to a new action plan to
take UNESCO’s global Priority Gender Equality forward. In addition, the PGA will be folded into an
overall IOS Evaluation of Priority Gender Equality and will be complemented by further work by an
external consultant.
A review of the structural mechanisms for the delivery of Priority Gender Equality revealed
contradictory views. ODG/GE’s role was seen as contributing positively in terms of being “at the
table” at highest levels of decision-making in the Organization. Some saw the move of the unit to
ODG as politically astute in positioning gender as having the highest support. Others felt that gender
mainstreaming into UNESCO programme and planning was better served when the sub-unit was part
of BSP. There was an impression that the principal connection to the programmatic cycle had
become lost with the transfer and that the natural fit that had previously existed was either absent
or strained.
ODG/GE is also perceived as effective in promoting UNESCO’s visibility on gender issues both
internally and especially externally, giving a strong message to the outside world that gender was
seen as a key priority. Conversely, ODG/GE was also viewed as not contributing enough to shaping
higher level strategy or planning on gender mainstreaming, nor as providing the necessary support
and guidance on gender issues to senior management. The elevation of the gender unit to the level
of ODG was seen as being “above the line” in the organizational chart/structure. There was a strong
impression iterated at different levels in the Organization and by some external sources that
ODG/GE spent a lot of time on external representation and that the work on gender issues got
neglected internally at the expense of external visibility. It was felt that the internal advisory role of
the unit was by far the more important of ODG/GE’s mandate and that serving as “an ambassador
for gender” externally was secondary. There was a general disquiet about the elevation of the unit’s
Director post from a P5 to a D2 in the span of two years when in fact the job description had not
changed dramatically and the unit was small.3 This was seen as an attempt to attach even more
importance to gender equality mainstreaming, but it seemed to have had a perverse effect in
antagonizing the perceptions of many UNESCO officials who believed this pointed to “a bureaucratic
malfunction.” ODG/GE has stated that the position was upgraded in order to align the Division with
all central offices and bureaux at Headquarters, which are headed by D2 level officials
1
UNESCO: Report of the Ad Hoc Preparatory Group, 17-21 September 2012, 190EX/INF.24, 2 October 2012,
Paris.
2
Such an evaluation had been foreseen by UNESCO’s Internal Oversight Service but due to financial constraints
it had been put on hold.
3
Ivory Note (DG/Note/11/15 Director of the Division for Gender Equality in the Office of the Director-General
4
The Audit Facilitation Team notes a sharp disconnect between the “visibility” mandate of ODGE/GE
and the secretariat’s strong expectation from ODG/GE of the fulfillment of UNESCO’s internal
mandate for guidance and support on mainstreaming gender. When gender expertise was closer to
the planning function in BSP this was perceived as more accessible. The credibility of ODG/GE is
threatened in reconciling the two divergent views above and in paying attention to the internal
views expressed.
A number of options were proposed by interviewees about how UNESCO can better fulfill its Priority
Gender Equality mandate. A centralized ODG/GE could be maintained. However, it would be
important that more emphasis be placed on the delivery of internal services, especially in terms of
guidance and advice to UNESCO senior management and giving more of the time and focus of
ODG/GE management to internal needs. However, this does not resolve the concerns of centralizing
guidance at a high level in the Organization and the lack of proximity to the programming functions
in BSP.
The majority of those interviewed preferred a structural adjustment and a change in the current
architecture. It was suggested that one or two officials, including management, be retained in
ODG/GE for the purposes of coordination and representation, that one official be returned to BSP
not only to provide direct programming assistance but also to serve as a liaison with other
operations units (HRM, ERI etc). This would allow for seeding other ODG/GE officials in selected
Sectors where their assistance is most needed and where they could contribute in a more concerted
manner. Proportionate amounts of ODG/GEs budget would need to be re-allocated to the receiving
units should a mainstreamed structure be considered.
The suggestion to re-assign some ODG/GE officials is also linked to the finding that some Sectors –
Education in particular – have a number of gender experts who are not necessarily integrated into
the gender network and whose expertise is not maximized. Therefore should re-assignment be
considered, Sectors where less expertise is present should be targeted first. Further
recommendations include a mapping of gender expertise in UNESCO at all levels, both at
Headquarter and the field. This mapping would reveal a great deal of capability that is currently
either hidden or loosely tapped. Working on gender issues lends itself to working across silos. Even if
gender specialists are not centralized at ODG/GE, arrangements could be made to call upon
specialists in the different Sectors to work on cross-cutting areas.
Work on gender issues in the field at regional and national levels was a crucial part of UNESCO’s
delivery and visibility on gender. Performance on gender ranged across a wide spectrum and was
dependent on the inter-play between the active backing of field directors, programming at the field
level, the capacity and expertise of the field Gender Focal Points and the level of demand from
UNESCO constituents. There is an opportunity to influence the proposed Field Reform Package to
consider the possibility of creating positions in the field for gender specialists. Financial
considerations notwithstanding, this would be a most important contribution to UNESCO’s Priority
Gender Equality. In the meantime, officials from Headquarters with gender expertise either from
the different Sectors or from ODG/GE could be (voluntarily) rotated to serve in the field, with the
costs shared. For example, links could be created with Priority Africa to first service this region on
gender issues, thus benefitting two Global priorities for UNESCO.
While a GFP network has existed in UNESCO for many years, the network was further defined by key
criteria and institutionalized.4 Noticeable weaknesses in the GFP system were also pointed to by
GFPs themselves and their managers and colleagues alike. Above all, GFPs have their own
4
DG Ivory Note Priority Gender Equality – Improvement of the Gender Focal Point (GFP) Network
DG/Note/11/05rev 28 March 2011.
5
demanding professional tasks, so they do not really have much time to devote to gender.
Recommendations included increased capacity-building for GFPs and encouraging more male
officials to serve in this capacity.
In terms of UNESCO’s entire programming cycle (programming, monitoring, reporting and
evaluation), many officials did not consider 2008 Gender Equality Action Plan (GEAP) 2008-13 as a
programming document but rather a “results-based road map” to translate the policy Priority
Gender Equality into strategic actions. Gender equality will remain a Priority in UNESCO’s next
medium-term strategy, and the work on drafting a new Gender Equality Action Plan 2014-17 will
start next year. Regular analyses of work plans conducted by ODG/GE demonstrate how
inadequately gender equality is included in programming and there is an absence of mechanisms for
monitoring results (except self-monitoring through SISTER5) or for evaluating if there has been any
impact. Similar observations were made regarding budgetary allocations and the inability to track
financial resources allocated to the promotion of gender equality and “guesstimates” of budgetary
allocations indicate minimal budget allocations. The lack of capacity in ODG/GE during work plan
revisions created a choke-point, as there are over 1500 work plans to review within one week. It is
recommended that gender be mainstreamed into the entire programming cycle from programming
through evaluation. This effort needs to be undertaken rapidly so as to avoid a similar
recommendation having to be made in a few years. BSP and IOS should be in the lead in this
exercise, with ODG/GE working closely with these units to ensure gender mainstreaming throughout
the programme management cycle by, among others, ensuring that gender concerns are adequately
reflected in BSP and IOS guidelines and the templates and in terms of reference for evaluations.
Awareness-raising on results-based management and the formulation of benchmark performance
indicators as in 36 C/5 should be stressed, emphasizing that accountability on gender mainstreaming
is key. It is not only a question of reporting on gender, but monitoring the improvements made
through mainstreaming and gender-specific actions.
In working with partners, UNESCO has a strong comparative advantage in positioning itself as a key
player on global aspirations to achieve gender equality. It has a broad mandate covering major
issues of universal relevance, and it has the gravitas and credibility to speak authoritatively to these
issues. The UNESCO «brand» generates myriads of possibilities of working with multiple partners;
therefore the inclusion of gender equality is a natural fit in work planned with partners. This would
entail vigilance at the planning stages but will go a long way when gender issues are mainstreamed.
An area that has been reported by many as being a good practice in terms of successful inclusion of
gender equality is the UNESCO Participation Programmes. The full potential of the Global Network of
UNESCO Chairs on Gender could be explored by proposing common research themes that could be
subsequently compiled and disseminated by UNESCO.
Constituents recognized the Education Sector as having systematically mainstreamed work on
gender and in having gender-specific tools. It was mentioned that other than the creation of
ODG/GE, constituents did not have much sense for recent accomplishments on gender at sectoral or
field levels; in particular, linkages between Priority Gender Equality and Priority Africa were not
visible. There was a sense that there was some “mission creep” with UN Women, and that UNESCO
should stick to its own mandates. Some were openly critical of ODG/GE’s emphasis on representing
UNESCO in international fora and commented that time and money should be spent more on the
needs within the Organization. There was also a sense that at times UNESCO was not bold enough
on gender, and did not tackle the difficult, sensitive issues. Given the moral authority it had been
entrusted with, UNESCO could take more risks on promoting gender equality. Links to Priority Africa
should be strengthened in a concerted manner to show that results on both priorities could be
achieved through cooperation.
5
SISTER- System of Information and Strategies, Tasks and Evaluation of Results
6
With current global financial constraints and in light of UNESCO's particular recent funding issues,
maximizing the impact of regular budgets and raising extra-budgetary resources is even more
important than ever. There are divergent views on the ease of fund-raising for gender equality.
Some UNESCO staff members feel that gender equality is a universally recognized and politically safe
issue to promote. Others think that gender equality is a culturally charged issue that is not an easy
sell to donors especially as respect for culture is part of UNESCO’s overall mandate. Nonetheless,
constituents had the expectation that ODG/GE would spear-head fund-raising for gender. ODG/GE
could present a plan for fund-raising on gender issues for discussion with constituents and donors.
This could include approaching gender-responsive bi-lateral donors or designing an appeal for
voluntary contributions from multiple donors. Creative and pragmatic ways of overcoming
resistance from other donors could be found. Much work can be accomplished on gender equality
by addressing the issues in different ways, such as embedding gender in poverty alleviation,
education and capacity-building.
Information and knowledge management on gender issues is built on good information flow, and
therefore if a premium is not placed on information sharing and knowledge management then
gender will suffer as well. There was a sense both from within ODG/GE and outside that information
flow needed to be systematic and institutionalized. Other Headquarters units and Field offices did
not systematically communicate their work on gender to ODG/GE nor did they share interesting
information on gender issues within their areas of expertise with ODG/GE. Web-sites are excellent
ways to promote work on gender in any organization as it is inexpensive and provides myriads of
opportunities for creating linkages and contexts. The public UNESCO entry page always has
professional and gender-sensitive news features. It was suggested that a visible and frequently
updated “gender corner” be created on the UNESCO home page so as to immediately position
gender as a key organizational priority. As UNESCO is moving to one common content management
system for internet, intra-net, and extra-net, proposals were made to take advantage of this
opportunity to share more knowledge and information on gender equality. The Culture Sector would
stand to strongly benefit in showcasing its work on gender issues in a systematic way on its web-site
by creating a dedicated web-page and by paying attention to increase its visibility on gender.
ERI is an important internal partner and its management and staff are committed to championing
gender equality both within and outside the Organization. The information and promotional material
that is developed by this unit is gender inclusive. There is a close collaboration with ODG/GE
including on publications; for example, ODG/GE prepared a short but informative set of Gender
Mainstreaming Guidelines for distribution to authors as well as a list of resources for further
information. However, author units complained that waiting for approvals on gender content often
took a long time and bottlenecks were created at the levels of GFP and/or ODG/GE. On the other
hand GFPs complained of the enormous workload that this process has generated.
The PGA explored gender issues relevant to the technical areas, existing gender expertise and
capacity-building and aimed to review the gap between the actual achievements and the goals on
gender equality. The role of ODG/GE is unclear regarding substantive, technical support internally.
Management of the different Sectors recognized that they and their staff needed to learn how to
better mainstream gender. There was a sense that no one was really obstructing gender anymore,
but that it is more that people did not quite know how to mainstream. The need to continue with
women-specific initiatives was accepted; however gender issues are still equated with women’s
issues and areas concerning men and masculinities are largely overlooked. Much substantive,
technical work has been delivered both in the Sectors and in the Field and there was a wealth of
good practices in terms of publications, events and partnerships developed throughout UNESCO.
Some samples have been selected in the full Report.
7
Contradictory views on capacity building on gender were expressed. Responsibility for gender
mainstreaming training has been centralized in ODG/GE, which has been seen as offering value
added and developing capacity for those who followed the courses. Some interlocutors felt that
HRM could also potentially have a role and that a strengthened collaboration between ODG/GE and
HRM would enhance delivery. ODG/GE and others stressed that units themselves should be
proactive in seeking expertise and should not only rely on ODG/GE to offer training. One effective
way is to provide training workshops on gender mainstreaming for the entire staff of “natural” units,
from the director positions to professional and support service staff alike in order to reach a
maximum number of staff in an optimum fashion.
Concerning staffing and human resources UNESCO has achieved sex balance at the ADG and D2
levels which is good practice. The D1 level is skewed towards men which throws the overall figures
for parity at the Director level off balance. At the professional levels, there is good sex parity in P3 to
P5, but an over-steering towards women at P1-P2 levels. The imbalance at D1 levels can be
addressed by considering and developing the skills of female candidates until such time as balance is
achieved. Recruiting more men at the P1-P2 levels will restore balance at entry level positions and
consideration should be given to recruiting more men at G levels as well.
UNESCO has in place gender-sensitive human resources policies. HRM information sessions to all
staff on the rules, regulations and policies that govern all forms of leave, working hours, overtime,
and work/family balance modalities would be welcome. A serious area of concern regarding
maternity leave is the discriminatory behaviour against women and their family obligations. Certain
managers had pointed to a lack of professional commitment of female staff members when they had
become pregnant and had taken maternity leave. Comments regarding work and family balance had
also been raised. In some of these cases the staff member’s career advancement had been put into
question. It should be noted that female managers were responsible for these behaviours as well.
This issue of maternity (and even paternity) leave has generated concern from management’s
perspective as well, especially in the light of the immutable and cyclical nature of UNESCO’s work
and deliveries. With staff members on maternity leaves and looming deadlines, managers felt most
pressed. It is recommended that in order to ensure the proper functioning of a work unit during an
official’s absence on maternity leave that HRM offer a minimum compensatory allowance to the unit
that would allow for the recruitment of short-term staff to fully or partially handle the official’s work
load. HRM could study such standard practice in other UN agencies many of which offer a 3-month
allowance to a work unit in order to recruit a short-term staff member. Even under current financial
constraints, this investment would be seen as extremely helpful by work units and would be a solid
contribution towards gender equity.
The Ethics Office is responsible for providing confidential advice on ethics and standards of conduct
and raises awareness through training, communication, policy development and liaison. As many of
the areas of unethical behaviour or wrongdoing have very clear gender dimensions, the PGA has also
covered this function. The number of requests made to the Ethics Office has a gender dimension. In
2011, the breakdown of requests by sex revealed that 63 per cent of the requests were made by
women. An important sexual harassment case was handled by the Ethics Office. It is recommended
that the recruitment of a female advisor or officer be foreseen in the future in order to create sex
balance in an important team dealing with sensitive issues and in the meantime to engage the
female social work officer in sensitive meetings.
8
Introduction
UNESCO’s Gender Equality Action Plan (GEAP) is in its last biennium which is a most opportune
period to review the progress achieved and the challenges encountered. Its evaluation has therefore
been deemed necessary in view of the forthcoming development of the new Medium Term Strategy.
Furthermore, in the September 2012 session of the Ad Hoc Preparatory Group of the Executive
Board of UNESCO6, a number of delegates expressed their regret for the absence of an evaluation of
Priority Gender Equality.7 Within this context, the ILO was requested by UNESCO’s Internal Oversight
Service (IOS) to conduct a Participatory Gender Audit (PGA) and summarize key findings, identify
good practices and provide recommendations for future action while fulfilling stringent
requirements for independence and objectivity. The findings will thus contribute to a new action
plan to take UNESCO’s global Priority Gender Equality forward. In addition, the PGA will be folded
into an overall IOS Evaluation of Priority Gender Equality and will be complemented by further work
by an external consultant.
Using the PGA methodology in UNESCO will8:
• Generate understanding of the extent to which gender mainstreaming has been internalized and
acted upon by staff;
• Assess the extent of gender mainstreaming in terms of the development and delivery of gendersensitive products and services;
• Identify and share information on mechanisms, practices and attitudes that have made a positive
contribution to mainstreaming gender in the Organization;
• Assess the level of programming commitment and resources allocated and spent on gender
mainstreaming and gender activities;
• Examine the extent to which human resources policies are gender-sensitive;
• Assess how the staff balance has impacted Priority Gender Equality;
• Set up the initial baseline of performance on gender mainstreaming in the Organization with a
view to introducing an ongoing process of programmatic benchmarking to measure progress in
promoting gender equality ;
• Measure progress in implementing action plans on gender mainstreaming and recommend
revisions as needed; and
•Identify room for improvement, make recommendation and suggest possible strategies for better
implementation of Priority Gender Equality.
Using a participatory self-assessment methodology, PGAs take into account objective data and staff
perceptions of the achievement of gender equality in an organization or work unit. The balance
between the two feeds into a better understanding of the inter-play between factual elements and
unsubstantiated observations and interpretations.
6
UNESCO: Report of the Ad Hoc Preparatory Group, 17-21 September 2012, 190EX/INF.24, 2 October 2012,
Paris.
7
Such an evaluation had been foreseen by UNESCO’s Internal Oversight Service but due to financial constraints
it had been put on hold.
8
As per the proposed terms of reference for the UNESCO PGA sent 10 October 2012 to IOS.
9
Methodology
An extensive desk review was conducted and over 50 documents were analysed from a gender
perspective to assess to what extent gender equality is routinely and adequately considered and
addressed. These included General Conference and Executive Board reports, High-level evaluations,
DG Ivory Notes, a selection of UNESCO activities, projects, and programmes where gender is
mainstreamed or where gender-specific interventions are conducted, substantive reports from
different sectors prepared at Headquarters and in the Field and Institutes, Human Resources reports
and policies, and promotional material and web-sites. Assessment of the gender equality
programmatic, policy and institutional framework, and how it translates into UNESCO’s Result Based
Management approach and systems were covered, such as policy and programmatic activities of the
two previous biennia (2008-2009 and 2010-2011), in particular the GEAP and the Medium-Term
Strategy of UNESCO (34C/4) as well as on the Bi-annual Programme and Budget (34C/5, 35C/5 and
36C/5). (For a list of documents, see Annex 3).
Semi-structured interviews and focus groups with staff at all hierarchical levels were conducted
over a two-week period. These interviews and focus groups were an extremely important part of the
PGA process. They provided the opportunity to explore individual perceptions in a safe space and to
amass a wealth of information to complement the findings from the UNESCO desk review. A sample
of UNESCO Ambassadors and members of the Executive Board, Field offices, Institutes and UN and
other partner organizations were also interviewed, many by phone. Over 80 persons representing
diverse backgrounds, responsibilities, functions and grades contributed to the interviews and focus
groups (48 women, 32 men). While the Audit Facilitation Team discussed with, wherever possible, all
those whom IOS in consultation with ODG/GENDER suggested, the PGA process allows for additional
names to be added as the audit progresses. The officials who were interviewed were reminded of
this opportunity and those in focus groups were additionally reminded that they could follow up
with the Audit Facilitation Team should they have further thoughts or issues of a confidential nature
to communicate. Additional names were also provided by the Director of ODG/GE.
Two collective workshops were held with staff members, most of who had not been interviewed.
The desk review and the interviews provided a great deal of insight into the dynamics and the issues
that needed further probing. Based on these findings, the workshops were designed to bring key
issues to the surface, thus serving as control groups to corroborate or dispute the findings or to
tease out additional information. One half- day workshop for support staff (12 women) and one fullday session for professional staff (11 women, 4 men) were held on 26 and 27 November 2012
respectively. A feedback session on the preliminary findings of the PGA was held on 30 November
for UNESCO staff. This session generated an animated discussion which provided additional
elements for the Audit Facilitation Team to consider (see Annex 1). The annexes to this Report
contain the list of individuals interviewed and those who attended the workshops, as well as a list of
documents reviewed.
In total 115 UNESCO staff members, constituents,
and partners contributed to the findings of the PGA.
10
A. Structural mechanisms for delivery of Priority Gender Equality
How an organization structures its mechanisms for delivery has a strong bearing on successful
gender mainstreaming. There is no one size fits all solution as so many variables come into play that
go beyond organizational charts and reporting lines.
Key findings
In order to fully understand the mechanisms for organization-wide work on gender equality, the
current structure for delivery needs to be studied. Up to April 2010, a sub-unit on gender issues was
located in the Bureau for Strategic Planning (BSP). In order to highlight the DG’s support for gender
issues and to give effect to the recommendation from Task Force III9 the DG Ivory Note Transfer of
the Division for Gender Equality to the Office of the Director-General10 elaborated “… and in line with
the Gender Equality Action Plan (2008-2013), on ways and means to reinforce the Gender Equality
priority within UNESCO’s programmes at all stages of programme planning, monitoring and
evaluation…and improve the overall accountability of staff at all levels, including the Assistant
Directors-General” and that the Division for Gender Equality be created within the Office of the
Director General (ODG/GE). ODG/GE became responsible for ensuring the promotion of gender
equality in the secretariat and in the Field Offices11 and to support improved monitoring and
evaluation on gender equality issues by guiding and coordinating the process, as well as by providing
advice on monitoring and evaluation specific to gender equality and on gender-responsive
budgeting12. The Division’s mandate encompasses five major aspects: (i) providing policy advice to
the Secretariat and to Member States; (ii) raising awareness and fostering political commitment to
gender equality; (iii) supporting capacity development within UNESCO by conducting training and
developing guidelines and tools in close collaboration with the sectors; and (iv) coordinating cuttingedge policy and action research; and (v) developing partnerships13.
This is an ambitious mandate. ODG/GE currently has a Director at D2 level and four Professional staff
(1 P5, 2 P4s, and 1 P3). There is one support staff (G5), one Associate Expert and two interns. For the
biennium 2012-13 the unit has an operational budget of $80,000, a staff budget of about $1.5
million and additional extra-budgetary funds of $0.8 million.14
ODG/GE’s role is seen as contributing positively in terms of being “at the table” at highest levels of
decision-making in the Organization. Some saw the move of the unit to ODG as politically astute in
positioning gender as having the highest support. Others felt that gender mainstreaming into
UNESCO programme and planning had been better served when the sub-unit was part of BSP. There
was an impression that the principal connection to the programmatic cycle had become lost with the
transfer and that the natural fit that had previously existed was either absent or strained.
9
UNESCO Task Force III: Delivering the UNESCO Priority for Gender Equality: Increasing impact, effectiveness
and visibility, 26 February 2010.
10
DG /Note/10/17 28 April, 2010 Transfer of the Division for Gender Equality to the Office of the DirectorGeneral
11
At the 185th session of the Executive Board in October 2010, the Independent External Evaluation team
presented a synthesis report (185 EX/18) as well as the full evaluation report (185 EX/18 Add.).ODG/GE
website (consulted 8 October, 2012)
12
181 EX/4 Part I Add.2-page17
13
http://www.unesco.org/new/en/unesco/themes/gender-equality/ (consulted 8 October, 2012). For the full
mandate please consult 36 C/5 Approved Programme and Budget 2012-13, Chapter 2 “Coordination and
monitoring of action to benefit gender equality” pp 266-271.
14
Consultation of SISTER with BSP, 29 November 2012.
11
ODG/GE is also perceived as effective in promoting UNESCO’s visibility on gender issues both
internally and especially externally, giving a strong message to the outside world that gender was a
key priority.
Conversely, ODG/GE was also viewed as not contributing enough to shaping higher level strategy or
planning on gender mainstreaming, nor as providing the necessary support and guidance on gender
issues to senior management. Some high level officials commented that there was no discussion of
gender issues at SMT meetings while others expressed the sentiments that ADGs and EOs did not
feel ownership of gender issues in their sectors anymore since the elevation of the gender unit to
the level of ODG, where it was seen as “above the line” in the organizational chart/structure. There
was a strong impression iterated at different levels in the Organization and by some external sources
that ODG/GE spent too much time on external representation and that the work on gender issues
got neglected internally at the expense of external visibility. It was felt that the internal advisory role
of the unit was by far the more important of ODG/GE’s mandate and that serving as “an ambassador
for gender” externally was secondary.
There was a general disquiet about the change of the unit’s Director post first from a P5 to a D1 and
then from a D1 to a D2 in the span of two years when it was perceived that the job description had
not changed a great deal and the unit was small.15 This was seen as an attempt to attach even more
importance to gender equality mainstreaming, but it seemed to have had a perverse effect in
antagonizing the perceptions of many UNESCO officials who believed this pointed to “a bureaucratic
malfunction.” ODG/GE has pointed out that the Division was in the Cabinet in the late 1990s until it
was transferred to BSP in 2001. The Division had been headed by a D1 level until 2002. Then the
Division became a Section and was headed by a P4 interim manager. When gender equality was
designated as one of two global priorities in 2008 the Section became a Division once again with the
post of D1. The subsequent upgrade was made in order to align the Division with all central offices
and bureaux at Headquarters, which are headed by D2 level officials.
The issues surrounding external representation needs to be put in context. The above-mentioned DG
Ivory Note of April 2010 clearly states that ODG/GE is to “…Increase the visibility of UNESCO’s
actions in this area” (Gender Equality). Therefore the Audit Facilitation Team notes a sharp
disconnect between the “visibility” mandate of ODG/GE and the House’s strong expectation from
ODG/GE of the fulfillment of UNESCO’s internal mandate for guidance and support on
mainstreaming gender. When gender expertise was closer to the planning function in BSP this was
perceived as more accessible. The credibility of ODG/GE is in jeopardy in reconciling the two
divergent views above and in tending to the internal views expressed.
ODG/GE’s function in providing a coordinating and consolidating mechanism was welcomed as a
service, and its limited staff assisted as best it could in providing information and guidance. There
was recognition that the function was needed in the organization to serve as a clearing-house for all
that was being achieved on gender so that this could be packaged for maximum impact. However, it
was also felt that this had been achieved at the cost of providing support at the Sectoral level on
gender issues. It was noted that SHS lost its gender expertise to ODG/GE when the position and the
official were moved to the central level.16 A number of officials in other sectors expressed the view
15
Ivory Note (DG/Note/11/15 Director of the Division for Gender Equality in the Office of the Director-General
states in paragraph 4 “In view of the enhanced importance of the Division, as well as its direct reporting line to
me, I have decided to reclassify the post of Director of the Division for Gender Equality from the D-1 to the D-2
level, and to promote Ms Saniye Gülser Corat, the current incumbent of the post to the D-2 level.”
16
A Memo of December 2009 from BSP/GE “Preliminary analysis of 35 C/5 Workplans for Priority Gender
Equality” states that “It is surprising that the (SHS) Sector dealing with issues such as migration, sustainable
development, ethics and youth does not have a more visible commitment to gender equality.” Subsequently a
12
that gender expertise would be more preferable at their sectoral level than in a centralized unit,
where linkages to the specific, technical work were lost and expertise was diluted to more generic
advice.
Options proposed by interviewees:
A number of options were raised for consideration to better place UNESCO in fulfilling its Priority
Gender Equality mandate:
A centralized ODG/GE could be maintained, but with more emphasis placed on the delivery of
internal services, especially in terms of guidance and advice to UNESCO senior management and in
more of the time and focus of ODG/GE spent on internal needs. However, this option, it was felt,
does not resolve the concerns relating to centralizing guidance at a high level in the Organization
and the lack of proximity to the programming functions in BSP.
The majority of those interviewed preferred a structural adjustment and a change in the current
“architecture”. It was suggested that one or two officials, including management, be retained in
ODG/GE for the purposes of coordination and representation, that one official be returned to BSP to
not only provide direct programming assistance but also to serve as a liaison with other operations
units (HRM, ERI etc). This would allow for seeding other ODG/GE officials in selected Sectors where
their assistance is most needed and where they could contribute in a more concerted manner.
Proportionate amounts of ODG/GE budget would need to be re-allocated to the receiving units
should such a mainstreamed structure be considered.
The suggestion to re-assign some ODG/GE officials is also linked to the finding that some Sectors –
Education in particular – have a number of gender experts who are not necessarily integrated into
the gender network and whose expertise is not maximized. While informally they are known to the
House and are informally consulted by fellow colleagues, their knowledge and expertise is not
recognized at an institutional level and included into the gender network. Therefore should reassignment be considered, Sectors where less current expertise is present should be targeted first.
As previously mentioned, many in the SHS Sector and in the field felt that losing the gender specialist
there had set their work back considerably on gender.
Recommendations:

A mapping of gender expertise in UNESCO is called for at all levels, both at Headquarter and
the field. This mapping would reveal a great deal of capability that is currently either hidden
or loosely tapped and would strengthen the work of the Gender Focal Points as well.
Support staff should be included in this survey, as the Audit Facilitation Team found many
officials who were knowledgeable and were eager to contribute.

Working on gender issues lend itself to working across silos. Even if gender specialists are
not centralized at ODG/GE, arrangements could be made to call upon specialists in the
different Sectors to work on cross-cutting areas. For example, gender specialists from
different Sectors could be called upon to assist in delivering a capacity-building training on
gender, provided they are willing and their managers approve. This type of inter-sectoral
cooperation on gender reconciles the need to have certain centralized activities while also
gender specialist was recruited by the SHS Sector, but the post and the official were recently moved to
ODG/GE.
13
ensuring gender expertise in the Sectors where it is needed. It could also improve the
sharing of knowledge and good practices.
Work on Gender issues in the Field:
Key findings
There was general consensus in telephone interviews conducted with field interlocutors and with
Headquarters staff members that work on gender issues at regional and national levels was a crucial
part of UNESCO’s delivery and visibility on gender. Performance on gender ranged across a wide
spectrum and was dependent on the inter-play between the:
1) active backing of field directors and the “air cover” they provided;
2) capacity and expertise of the field Gender Focal Points; and
3) level of demand from UNESCO constituents.
Given that funds for gender mainstreaming are not ear-marked, the support from management was
seen as primordial and experience had shown that when the commitment was present then
performance on gender issues was recognized and show-cased (for example in the Regional Office in
Bangkok). The level of enthusiasm and expertise of Gender Focal Points was also a key factor (see
page 16, especially the recent capacity-building course for Gender Focal Points). It is interesting to
note however that demand on gender is not always explicit on the part of the constituents, yet when
ideas and activities on gender issues are proposed, the constituents are keen to benefit from these.
Nevertheless, a major gap in delivering on gender in the field is the lack of designated gender
specialists in different regions. Gender specialists in the field who would have as their dedicated task
to mainstream gender into the work being delivered by UNESCO in a particular region and who
would be available to offer policy guidance and capacity-building directly to the constituents on
gender issues should be considered. Creating these positions would be very different from the
current Gender Focal Point network in which officials have their own professional responsibilities
and tangentially work on gender issues in a less systematic way. The Audit Facilitation Team was
informed that a proposal to create positions in the field had been on the table but had been
removed due to the current financial constraints. Concerns were voiced however that “We need
something happening on the ground where gender equality is most needed.” Another proposal was
the possibility to cost-share a gender specialist among UNCT members in a given country. As
resources are scarce, this was seen as a viable option that UNESCO could actively pursue with other
agencies.
Another problem that was mentioned was that many of the guidelines and training materials on
gender are only available in English. For example, the Regional Office in Havana offered to serve as a
liaison for distributing materials in Spanish to the national offices under their supervision.
Recommendations:
 There is an opportunity to influence the proposed Field Reform Package to consider the
possibility of creating positions in the field for gender specialists. Financial considerations
notwithstanding, this would be a most important contribution to UNESCO’s Priority Gender
Equality. Interviewees mentioned the catalyst role of the Regional Offices with the National
Offices under their supervision, and therefore a multiplier effect could be generated on
gender.
 In the meantime, other measures could be taken to service the field more actively. Officials
from Headquarters with gender expertise either from the different Sectors or from ODG/GE
14



could be (voluntarily) rotated to serve in the field, with the costs shared. For example, links
could be created with Priority Africa to first service this region on gender issues, thus
benefitting two Global Priorities for UNESCO.
Another proposal, with little cost for UNESCO, would be to review the mandate of Associate
Experts dedicated to ODG/GE to include a “twinning” element in their terms of reference so
that they spend half of their contract at Headquarters and the other half in the field. This
construct has worked extremely well in other UN agencies, whereby an Associate Expert
gains both headquarters and on-the-ground experience, and the organization benefits in the
cross-fertilization and sharing of the resources.
Explore the possibilities of cost-sharing gender specialists with other agencies represented in
UNCTs in a given country.
Translate gender guidelines and materials in order to secure the active participation of the
field and take into account the accessibility of materials for maximum impact.
The Gender Focal Point (GFP) Network
Key findings
While a GFP network has existed in UNESCO for many years, the network was defined by key criteria
and institutionalized through the DG Ivory Note Priority Gender Equality – Improvement of the
Gender Focal Point (GFP) Network.17 The network was thus strengthened by defining a structure in
both Headquarters and the Field and by giving responsibility to committed, experienced officials
who were interested in gender issues in their own technical areas. Management was made
responsible for ensuring that 20% of the official’s work load was to be dedicated to the GFP tasks. In
some Sectors, the EOs played an important coordinating role, for example in SHS, and in others, for
example in ED, a gender Coordinator was appointed for the whole Sector who spent part of her time
on supporting the GFP and other officials. Seemingly, much of the work of GFPs was to provide
support in mainstreaming gender into work plans. The vast majority of GFP were women.
Noticeable weaknesses in the GFP system were also pointed to by GFPs themselves and their
managers and colleagues alike. Above all, GFPs have their own demanding professional tasks, so
they do not have much time to devote to gender. And although management had responsibility to
recognize that 20% of GFP work was to be dedicated to gender, this recognition was patchy and did
not always appear in the GFP performance appraisals. The Audit Facilitation Team also noted that
the ratio between the size of a unit structure and its work load and the number of GFPs was an area
that needed to be explored, as some larger units would probably need more than one GFP. For
example in UNESCO Institute for Statistics (UIS) there is only one GFP with responsibility for all the
sectors. Such broad coverage is unrealistic despite the GFPs strong personal commitment. As a result
and in agreement with her supervisor, she is focusing her efforts on the Education Sector.
There were limited cross-Sectoral activities in which GFPs participated, other than the training in
2011. Inter-Sectoral GFP meetings were not held to explore commonalities and synergies. However,
Brown Bag Lunches were organized by ODG/GE” on relevant topics aiming to facilitate exchange
between the Gender Focal Points, and to offer learning opportunities on burning issues, recent
developments or relevant work from other entities to all interested colleagues”18. There has been a
17
DG/Note/11/05rev 28 March 2011
The three sessions organized in this first half of the year focused on "Mainstreaming Gender Equality in
Work Plans", "RIO+20: Outcomes from a Gender Equality Perspective" and "Social Institutions and Gender
Index (SIGI)", with the participation of OECD colleagues as presenters. 190 EX/4 Part 1 Annex Report: SISTER 36
C/5 - Monitoring of Programme Implementation for Regular Programme and Extrabudgetary Resources as at
30/06/20121
18
15
proposal to create a Community of Practice which will connect the GFPs with a view to better
exchange information. This has not been implemented yet and there are doubts whether it will be
utilized.
As mentioned earlier, expertise in the Organization on gender went far beyond the GFP network
and yet it was felt that the link between this expertise and the network was not sufficiently
exploited. GFPs were of the opinion that they were not necessarily “considered as a gender expert
by colleagues, but as a watch-dog.” Some managers echoed that the GFP network is “a phone-book
list” and that GFPs are a conduit of information to and from ODG/GE. “They serve as a letter-box.”
Other managers saw the time devoted to gender issues by GFPs as a distraction from their regular
work and as putting unnecessary pressure on these officials.
Some officials referred to structural problems with the GFP system, noting that prior gender
expertise and a grade of P3 and above were required, which they found too stringent. There was a
sentiment that “being interested and willing to take on GFP responsibilities is not enough. It is a club,
and you can be turned down.” It was mentioned by several interlocutors that there was a form of
“favouritism “by ODG/GE in selecting GFPs and that even experienced people were ruled out.
ODG/GE recognizes many of these weaknesses but also has explanations for the rationale behind the
issues. For example, the condition of having gender expertise and a grade of P3 was to counterbalance a previous practice by some managers of appointing junior staff who had either no interest
or minimum expertise on gender issues. Similarly, ODG/GE stressed that the selection of GFPs and
approval by the DG was a fair process intended to indicate the importance attached to the network
and to encourage a feeling of belonging to a structure of consequence.
Good practice:
A capacity-building training course was offered by ODG/GE for Headquarters and Field GFPs at the
end of 2011. This course, which was reported as having a budget of $500,000, was well received by
those GFP interviewed. They mentioned that the presentations were useful and interesting and that
the course was a good networking opportunity with other GFPs. They also felt more empowered to
discuss gender issues with colleagues. An assessment by ODG/GE noted that “some of the work
plans prepared by and with the support of the GFPs who attended the training by ODG/GE in
November-December 2011 show a significant improvement in quality, a good indicator of the
usefulness of this session.” Other colleagues corroborated this finding and appreciated the GFP
assistance. “The GFPs are really trying hard to promote gender in their units and to give advice.”
Recommendations:

Clearly, the demand for increased capacity-building for GFPs exists and continuous training
efforts would be appreciated. However, this investment would need to be justified in
ensuring that GFP responsibilities are recognized and that the impact of their contributions
to their unit’s work is evaluated. At the same time, capacity-building on gender issues needs
to be offered to all staff, so that individual officials mainstream gender into their own areas
of influence (see page 38) and do not solely rely on GFPs.

The number of male GFPs should be increased by encouraging more male officials to serve in
this capacity. All too often gender issues are equated with women’s issues, and this notion
needs to be dispelled.

Cross-sectoral activities on gender issues should be encouraged and supported. Gender is an
issue which helps break the silos in which UNESCO Sectors often operate, and the
opportunities for cross-fertilization and cooperation could thus be explored. As this is also
16
something that constituents and donors endorse, adopting a cross-sectoral approach may
assist UNESCO when this is highlighted in project proposals. GFP meetings across sectors
could be organized by ODG/GE for information sharing and exploring opportunities.

Strengthen the work of the GFPs by encouraging linkages with other officials who have
gender expertise. The mapping exercise would reveal these additional resources for
delivering on gender mainstreaming.
B. Gender in UNESCO’s objectives and programming cycle (programming,
monitoring and evaluation)
The PGA methodology probes practical ways of incorporating gender concerns into programming
and budgeting. Engendering programming from the initial stages of formulation will directly affect
outcomes and results throughout the cycle, which can then be followed through reporting,
monitoring and evaluation. Mechanisms to budget for gender are another consideration. These key
criteria are at a concrete level and feed into UNESCO’s responsibility to create coherence in
programming.
Key Findings:
At the crux of programming for gender equality in UNESCO is the 2008 Gender Equality Action Plan
(GEAP) 2008-13. This was an important contribution and the first time that UNESCO had formulated
such a plan. However, many officials did not consider it a programming document but rather a
“results-based road map” to translate the policy Priority Gender Equality into strategic actions,
expected outcomes and performance indicators by programme sectors. Sector officials had been
consulted on its formulation, but felt that their inputs had been provided hastily and without enough
internal consultation with their own staff members. As a result, they felt that there was a lack of
ownership. Many officials were not aware that there was a longer version of the document. In the
PGA Workshops, some participants commented that this was the first time that they had seen the
short version that had been left on the tables for consultation. Principal elements of accountability,
monitoring, evaluation, and reporting are implicitly in place, as are the institutional mechanisms19. It
is important to note that Gender equality will remain a Priority in UNESCO’s next medium-term
strategy 2014-2022, and the work on drafting a new Gender Equality Action Plan 2014-17 will start in
2013. Expected results at the end of Biennium 2012-13 are reflected in the Approved Programme
and Budget 2012-2013.
The Executive Board’s request for the evaluation of Priority Gender Equality is therefore very timely.
While Priority Gender Equality and the GEAP have not been formally evaluated, the impact of gender
mainstreaming has been assessed through, for example, the evaluation of Strategic Programme
Objectives in their respective areas of analysis. The conclusions of these exercises are consistent
with those of the Task Force III (TF III) on Priority Gender Equality organized by the DG in 2010 and
reported on in the synthesis Report on the Independent External Evaluation of UNESECO (185 EX/18
and 185 EX/18 Add.) which found that “strategic priorities, gender equality in particular, were
unevenly managed and not sufficiently prioritized.” The Task Force had concluded that there was
little evidence of the use of gender-sensitive frameworks or gender analyses for programming. In
addition, the Audit Facilitation Team found that evaluation TORs are not thoroughly gender
19
SEC 181 EX/4 Part 1. Add 2. Item 4. Report by the Director-General on the Execution of the Programme
Adopted by the General Conference. UNESCO Priority Gender Equality Action Plan 2008-2013. March 2009
17
mainstreamed. Some evaluation TORs mention knowledge of gender equality as a required skill for
the evaluation core teams and the need for a gender balanced team. However, the set of questions
under each evaluation criteria does not include gender equality. There is also an attempt in including
gender in evaluation reports by including some sex-disaggregated data or having a stand-alone
section on gender equality in the report.
Interlocutors felt that it was artificial and difficult to work with the GEAP because it was not aligned
with the Sectors’ programmes and did not cover all of UNESCO’s work, especially on operational
levels. Since the existing objectives were not linked to the GEAP this meant that budgets were not
linked to delivery on gender mainstreaming either. A number of officials referred to previous
recommendations from UNESCO evaluations and the findings of TFIII and wondered why these had
not been acted upon.
The Audit Facilitation Team also found that detailed analyses and thoughtful comments have been
provided to the Sectors over the years by BSP/WGE and ODG/GE through the biennial process of
preparing the Preliminary Assessment of Work plans. However, an area of contention between the
Sectors and ODG/GE that was raised in a number of interviews and focus groups was the negative
feedback given by ODG/GE in work plan preparation. Technical officials felt that they were
“chastised” and that they did not receive constructive comments on how to improve the content of
their work plans. “It is very artificial to ask someone to support a Sectors’ work plan if the person is
not involved in programming and implementation of the activities.” “ODG/GE does well on certain
areas of activities, but when it comes to programming, they should leave this with the sectors.”
Complaints were also raised concerning ODG/GE having a different priority to the officials in the
Sectors. “They helped me define the targets that suited them, but not me.” Still others voiced
concern that even with the mainstreamed work plans, they were at a loss in how to convince that
they have been successful in gender mainstreaming.
In Programming and Implementation, TFIII found that staff members were aware of the necessity to
take gender into account when programming, but they lacked the understanding of the relevance of
gender analysis in some areas of their work and of how gender can be practically integrated. The
former BSP/GE could only analyze work plans and not the substantive activities of the Sector, which
meant that a deeper review of accomplished activities met with difficulties.20 The same problem
holds true for ODG/GE, as checking all the work plans is not feasible. At the planning level, the
‘gender tick box’ was not enough and could even be construed counter-productive, as results were
invisible.
In terms of monitoring and evaluation, TFIII found that despite the identification by Sectors of
strategic gender equality directions, expected outcomes and performance indicators, monitoring
and evaluation to ensure consistency and follow up was lacking due to a lack of precise indicators to
monitor and show progress. TFIII had recommended that Sectors set gender equality objectives and
transform these into baselines, performance indicators and targets that could be monitored and
evaluated in a timely fashion.
In ODG/GE’s preliminary thoughts for Draft 37/C421 it is mentioned that “despite genuine efforts on
the part of many staff, programming and implementation did not show real progress in gender
mainstreaming”. Regular analyses of work plans conducted by ODG/GE demonstrate how
inadequately gender equality is included in programming and there is almost a total absence of
mechanisms for monitoring results (except self-monitoring through SISTER22) or for evaluating if
20
It was mentioned that BSP/GE had concluded that in 2010 only 12% of work plans had a gender perspective.
Draft 37 C/4 Preliminary Thoughts on Priority Gender Equality 21 Drafted by: DIR/ODG/GE, 30 July 2012
22
SISTER- System of Information and Strategies, Tasks and Evaluation of Results
21
18
there has been any impact. Similar observations were made regarding budgetary allocations and the
inability to track financial resources allocated to the promotion of gender equality and
“guesstimates” of budgetary allocations indicate minimal budget allocations – ranging from 5 to 20
per cent to gender. “If ‘global priority’ means a significant portion of resources are to be allocated,
gender equality does not qualify as a global priority on the basis of any type of analysis.” Again, the
almost a total absence of mechanisms for monitoring results (except self-monitoring through SISTER)
or for evaluating was raised.
By and large the Audit Facilitation Team has concluded that the observations above still hold at the
end of 2012. Strengths were also uncovered on the programming cycle when conducting the PGA.
The SISTER software does allow for a modicum of tracking on gender and can generate reports on
gender equality (MLA). There were also some good monitoring and evaluation practices in joint
programmes in the field that covered gender issues, notably UNESCO’s work in Tanzania under the
One UN framework. UNESCO was part of UN joint programmes which mainstreamed gender
equality; good practices on monitoring and evaluation emerged from that experience. The Audit
Facilitation Team was interested to learn that many units in fact had good gender mainstreaming
examples (as well as in the Field); but they did not report these to ODG/GE or to the HQ sectoral
GFP. This impacts ODG/GE’s ability to capture, consolidate and report back on Organization-wide
delivery on gender. One interviewee asked why in-house successes on gender were not sufficiently
promoted. Similarly, the need to sharpen knowledge management and to get officials to share and
feed their experience into programming cycles was voiced.
It has been pointed out that BSP and IOS are fully aware of the recommendations above and are
currently discussing ways to improve gender mainstreaming throughout the programming cycle. For
example, the two units have released a joint memo Evaluation of Projects Financed with Extrabudgetary Resources23, as well as companion Guidance Note and template to inform the process.
This set of documents can also be used to set the stage for the identification of gender entry points
and their subsequent assessment. The Guidance may also be applied to ODG/GE which has an extrabudgetary portfolio of $0.8 million; therefore “a self-evaluation with validation by an external
expert” could be in order.
However, in reviewing documents, in conducting interviews and holding the Professional staff
workshop the same short-comings were systematically raised concerning the programming and
implementation cycle. For example, from the Ideal Organization exercise, the need for better focus
in programming and prioritization and improved monitoring and evaluation and reporting processes
were raised. Increased inter-Sectoral cooperation in gender specific programming, and meaningful
information sharing across sectors were also highlighted.
There were many laments about SISTER and “just ticking the boxes” but that there was no
accountability or description of the work required. There were suggestions that “ODG/GE could use
SISTER to better ensure more finer/analytical reporting.” However, this would entail more
engagement from ODG/GE on the programmatic side with the Sectors, a solution which also had its
detractors (see below).
Some officials reported that the Sectors were weak on results-based management (RBM) and there
is limited gender analysis and sex-disaggregated data. Few performance indicators mainstreamed
gender, and gender mainstreaming targets were not defined in many Sectors (although some
gender-specific target did exist). There was a systematic lack of funding allocation for monitoring
23
The document recommends that a percentage be earmarked above and beyond what is required as part of
the framework agreement with donors. For example, this will allow cluster evaluations of a larger sample of
projects.
19
and evaluation and therefore the capacity to show-case results was missing. There was also a sense
that UNESCO could strengthen its monitoring mechanisms and that monitoring was sometimes
mistaken for reporting. There was a singular absence of focus on gender equality in evaluation, and
impact assessment mechanisms were weak. In addition, Sectors officials were not sure where to
turn to for support to ensure gender-sensitive monitoring and evaluation, as their management was
unsure as well.
The lack of capacity in ODG/GE during work plan revisions created a choke-point , as there are over
1500 work plans to review within one week. “Having the work plans reviewed by ODG/GE causes us
delays and doesn’t add any value.” This created difficulties for the GFPs as well who felt that they
spent a great deal of their time on programming and work plans and reporting to ODG/GE rather
than on mainstreaming gender into the technical areas. Issues concerning monitoring were also
raised. “We are very weak on monitoring; we think it is only about reporting.” References were
made to when “GE” was part of BSP, and that “things worked better on the programming side.” (see
options on page 13 above).
Recommendations:


This PGA reconfirms and reinforces the assessments made by previous evaluations and of
TFIII and recommends that gender be mainstreamed into the entire programming cycle. This
effort needs to be undertaken rapidly so as to avoid a similar recommendation having to be
made in a few years.
BSP and IOS should be in the lead in this exercise, with ODG/GE working closely with these
units to ensure gender mainstreaming throughout the programme management cycle
including:
• Ensure that gender concerns are adequately reflected in the above-mentioned
BSP/IOS Guidelines and the templates so that units have clear advice on the gender
elements to consider. Evaluators need to receive terms of reference that are gender
mainstreamed as well;
• Build capacity and disseminate advice, guidance and awareness-raising to integrate
gender into Sectoral programmes and Field counterparts. ODG/GE’s biennial
documents Preliminary Analysis of Work Plans have provided guidance for the
Sectors. However, if these are not being utilized, consideration could also be given
to the decentralization of the analysis of workplans to the Sectors in order for these
to take ownership of their contributions to Priority Gender Equality. This would
avoid bottlenecks at ODG/GE as well;
• Formulate benchmark performance indicators (as in 36 –C75 p. 270) and develop a
system for collecting and analyzing sex-disaggregated data. Regularly monitor
delivery. Evaluate result on gender equality and monitor the implementation of
recommendations emerging from evaluations;
• Identify good practices and lessons learnt on mainstreaming gender equality
through monitoring and evaluation;
• Disseminate and encourage knowledge sharing on good practices and lessons learnt
on gender equality to improve future programming to build the foundation for
programming and build a learning organization;
• Strengthen Result-based management knowledge and practice for gender
mainstreaming;
• Link the next GEAP more specifically with the P&B and the Organization’s strategy
(C4 and C5). Emphasize that accountability on gender mainstreaming is key. It is not
a question of reporting on gender, but monitoring the improvements made through
20
mainstreaming and gender specific actions so as to demonstrate UNESCO’s added
value (and value for money) to donors and external partners.

Actions on gender mainstreaming need to be specified in SISTER in the appropriate space
that is reserved for elaboration after the tick box. Modalities for explicitly including
reference to gender in budgeting also needs to be explored so as to give programming some
“teeth”. A recommendation from ODG/GE has been the “creation of a Gender Equality Fund
and the establishment of an internal gender equality Committee with house-wide
representation. This fund would be used to allocate resources to projects and activities
which pursue gender specific objectives, as a means to ensure increase in allocation for
activities contributing to Priority GE across the organization.”24 While this idea has merit, the
Audit Facilitation Team cautions that this will once again centralize funds and reinforces
work on gender-specific projects as opposed to mainstreaming. This modality may also risk
strengthening the view that decisions on gender are taken by a very few at the top.
C. Selection of working partners on gender
The selection of gender-responsive working partners brings home a strategic aspect of gender
impact. Usually a range of institutions are key partners of an organization, and these partnerships
present a tremendous opportunity to promote gender equality. Boosting expertise and cooperation
on gender issues through ongoing partnerships is needed as part of a long term strategy. The PGA
also explores whether consideration has been given to working with international organizations and
other UN agencies, academia and with public and private sector donors.
Key findings:
International organizations
UNESCO has a strong comparative advantage in positioning itself as a key player on global
aspirations to achieve gender equality. It has a broad mandate covering major issues of universal
relevance, and it has the gravitas and credibility to speak authoritatively to these issues. The
UNESCO «brand» generates myriads of possibilities of working with multiple partners; therefore the
inclusion of gender issues into its areas of work is a natural fit. UNESCO officials are fully aware of
this, and the 2010 Independent External Evaluation of UNESCO recommended the organization to
increase its focus, strengthen its participation in the United Nations System, and develop a
Partnership Strategy.
The Audit Facilitation Team has noted a number of active UN partnerships with or within the context
of gender, notably:
• UNDP
• UN WOMEN
• ILO
• UN Girls’ Education Initiative (UNGEI)
• UN Inter-Agency Network on Women and Gender Equality (IANWGE) and it Task Team on
the Gender Dimensions of Climate Change
• Inter-Agency Task Force on Adolescent Girls
24
An internal Committee would decide on allocation of funding on a competitive basis for proposals received
from across the organization. The Committee would also provide general oversight and ensure the continuing
visibility and relevance of Priority GE within UNESCO.Draft 37 C/4 - Preliminary Thoughts on Priority Gender
Equality24 Drafted by: DIR/ODG/GE, 30 July 2012
21
•
•
UN Development Group (UNDG) Task Team on Gender Equality
UNAIDS
In particular, cooperation with UN Women has resulted in a letter of cooperation signed by the
Heads of both agencies in Paris in May 2012 listing main areas of current and future collaboration,
especially stipulating that education is a primary area of cooperation. It should be stressed that
under the UN System-wide Action Plan (UN SWAP)25, UNESCO has a responsibility to report on the
implementation on gender equality in its programmes and activities. In the context of its
participation on the UNDG Task Team on Gender Equality, UNESCO has contributed to the
preparation of a gender equality marker system that tracks and reports on allocations and
expenditures for gender equality and women's and girls' empowerment with agreed upon
parameters and standards inside the UN system.
External partners praised UNESCO’s DG for raising the profile of gender equality within the
Organization itself and within its mandate. It was felt that her highly visible support for gender was
an encouragement for all UN agencies and attaching the gender unit in UNESCO to her office was a
visible show of support. It was also noted that apart from the DG the only “face of gender” that was
known was that of the Director of ODG/GE and the Organization was cautioned not to limit its
representation to “public show women.” Other UNESCO officials could be included with different
areas of gender expertise in international fora so as to create more opportunities for collaboration.
In terms of partnerships and attending different events, ODG/GE is clear that these are part of the
unit’s responsibilities and that it is important to represent UNESCO so as to ensure that its mandate
is visible. In some interviews with partner organizations regarding working with ODG/GE, good
collaboration and general satisfaction were noted in terms of responsiveness and relevance.
However, again it was pointed out that some partners would also appreciate being linked to the
technical Sectors by ODG/GE and that the collaboration would benefit from more technical input.
There were examples of partners directly contacting the Sectors on gender issues as they were
unfamiliar with or uncertain of the role of ODG/GE. The GEAP, when known, was perceived as
slightly vague and unconvincing. Some partners found it difficult to find areas for collaboration
because they were not familiar with UNESCO’s strategy on gender equality. “UNESCO has done some
stellar work and this should be show-cased so as to gain traction on gender.” The significant work on
education and life skills was singled out as having particular resonance from a gender angle, and one
to be pursued once again.26 Similarly partners pointed to using gender mainstreamed technical
materials produced by UNESCO on a regular basis, which is a very positive finding.
It is difficult to gauge however whether and how these partnerships are performing in terms of
meeting gender equality objectives. Certain interlocutors felt that many of these were loose
affiliations that were partnerships only in name but that they did not collaborate in terms of
projects, funds and deliveries. Questions were raised about the value-added of attending
partnership meetings on gender in times of financial austerity, and that these could be construed as
“preaching to the choir.” Additional questions were raised about the Global Partnership for Girls’
and Women’s Education which was launched by the DG in May 2011 and celebrated on its first
anniversary in May 2012. The high level events are positioned as important in generating interest
with new private partners to participate through funding projects under the Partnership and in
expanding the support offered by existing ones. The principle of raising awareness and mobilizing
support for girls’ and women’s education with a specific focus on adult literacy and secondary
25
The ECOSOC 2012 resolution requests the United Nations system to continue working collaboratively to
enhance gender mainstreaming within the United Nations system.
26
Delors, J. et al: Learning: The Treasure Within, Report to UNESCO of the International Commission on
Education for the Twenty-first Century, UNESCO, Paris, 1996.
22
education was well recognized, but the benefits of the partnership on top of what the Education
Sector was already delivering was not clear. Furthermore, there was a sense that much of the work
was being done by the Education Sector, and that ODG/GE did not seem to add value.
On a broader note the TFIII report stated that relationships between UNESCO and other
implementing partners did not systematically take gender on board in “to ensure gender responsive
implementation.” This is an area that would need to be explored as there are more partnerships
other than those on gender, and gender mainstreaming would add value to these.
Recommendations:
•
Evaluate the impact of partnerships on gender so as to ascertain whether these generated
synergies and economies of scale in delivering on gender or whether they were more
aspirational in capturing the spirit of partnership and fulfilling political needs. This would
require an overview of the partnerships, analyzing the resources dedicated to these
partnerships and importantly, whether any common deliveries have been achieved.
•
Systematically include gender issues in work planned with partners, irrespective of whether
these are specific partnerships on gender. This would entail vigilance at the planning stages
but will go a long way when gender issues are mainstreamed.
•
Communicate UNESCO’s strategy on gender equality clearly to partners so that areas for
cooperation can be sought. ODG/GE could serve as a gateway for further contacts.
UNESCO National Participation Programmes
An area that has been reported by many as being a good practice in terms of successful inclusion of
gender issues is the UNESCO Participation Programmes; gender equality perspectives were
integrated in more than 300 requests submitted.27 Much of this success is attributable to a clear
process and good collaboration between the External Relations and Public Information Sector (ERI)
and ODG/GE. The invitation to submit projects proposals are clear and indicate the inclusion of
gender issues as necessary in the proposals where applicable. The Proposal Forms which include
gender elements are subsequently reviewed by ERI and ODG/GE; for example, in the latest exercise
approximately 140 proposals were reviewed. Should the proposals be unclear or lacking detail, then
requests for additional information are made in order to strengthen the gender components.
Recommendation:
•
While this will require additional dedication of time and effort on the part of ODG/GE, it may
be worthwhile to go through all the proposals retained to identify good practices and missed
opportunities in gender mainstreaming and to request additional input from the National
Commissions. The process in and of itself will serve as an awareness-raising exercise to
encourage proposal authors to think about incorporating gender issues at the earliest stages
of proposal design.
Global network of UNESCO Chairs on Gender
27
190 EX/4 Part 1 Annex Report: SISTER 36 C/5 - Monitoring of Programme Implementation for Regular
Programme and Extrabudgetary Resources as at 30/06/20121
190 EX/4 Part 1 Annex Report: SISTER 36 C/5 - Monitoring of Programme Implementation for Regular
Programme and Extrabudgetary Resources as at 30/06/20121
23
The Global Network of UNESCO Chairs on Gender was created collaboratively in 2010 by UNESCO
and the UNESCO Regional Chair Women, Science and Technology in Latin America.28 It currently
brings together 12 UNESCO Chairs developing gender research, training and advocacy in different
fields around the world. Universities, research centres, NGOs, donors and cooperation agencies,
regional and international organizations working on gender equality are also invited to join this
Network. According to the Global Network Newsletter29, it is aligned with UNESCO's priorities
expressed in the Medium Term Strategy for 2008-2013, as well as with the UNESCO Priority Gender
Equality Action Plan 2008-2013. The recent innovation is that the Chairs are now part of a network
rather than working “independently and rather disconnected from one another” which did not take
advantage of current ways of producing and disseminating knowledge.
Constituents mentioned the Network as having the potential to create excellent synergies in terms
of conducting research and events that would create win-win situations for the Chairs and for
UNESCO. It was also mentioned that using the Chairs’ intellectual power and contacts would
alleviate UNESCO’s current funding shortages by entrusting research to the Chairs, as this research
could be subsequently be publicized and given visibility through UNESCO. Chairs could also provide
expertise and advice as well they could contribute to UNESCO events, public forums, conferences
etc. Inter-regional research for comparative analyses would be another advantage.
Recommendation:
•
Explore the full potential of the Global Network of UNESCO Chairs on Gender by, for
instance, proposing common research themes that could be subsequently compiled and
disseminated by UNESCO.
Constituents:
“Our member States are literally part of us.” Given its unique structure of national ambassadors
attached to the Organization, this statement is more relevant for UNESCO than most other UN
agencies. This construct has its benefits in constituents’ providing close guidance to the
Organization; it also has its perceived detractions in that the Organization’s work is scrutinized in an
on-going way (“micro management”).
The evaluation of Priority Gender Equality was a constituent demand-driven request so that both
UNESCO priorities (Africa and Gender Equality) would be evaluated within a similar time period.
Constituents recognized the Education Sector as having systematically mainstreamed work on
gender and in having gender-specific tools. It was mentioned that other than the creation of
ODG/GE , constituents did not have much sense for recent accomplishments on gender. In the words
of one interlocutor, “we want results on the ground.” Of particular importance, linkages between
Priority Gender Equality and Priority Africa were not visible. There was a sense that there was some
“mission creep” with UN Women, and that UNESCO should stick to its own mandates. Some were
critical of ODG/GE’s emphasis on representing UNESCO in international fora and commented that
time and money should be spent more on the needs within the Organization.
There was also a sense that at times UNESCO was not “bold enough on gender, and did not tackle
the difficult sensitive issues.” Given the moral authority it had been entrusted with, UNESCO could
take more risks on promoting gender equality. The example of highlighting the attack on Malala was
28
It was launched during the International Conference "Gender Equity Policies - A Prospective View: New
Scenarios, Actors and Articulations", which took place on 9-12 November 2010 in Buenos Aires, Argentina.
29
http://www.catunescomujer.org/globalnetwork/
24
used; the request for an activity was proposed by the Government of Pakistan and not by UNESCO
although the Organization subsequently organized the successful event.
UNESCO staff members were cognizant of the view of constituents and felt that constituents were in
a position to shape more impact on gender. «The problem is our governance system. Member states
say gender is a priority at one level, and the same representatives are on Committees (of
Conventions) where they do not support gender issues as being relevant.” Constituents could also
demand mainstreaming of gender into the programmatic cycles and could recommend more
transparency on gender budgeting.
Recommendations:

Encourage dialogue with UNESCO Ambassadors on specific areas of concern for governance
on gender. Seeking their guidance could be enriching in probing areas for improvement and
securing buy-in on new proposals. This dialogue would be further enriched once the
recommendations on the mapping exercises on gender expertise of officials within the
Organization (see p. 13) and of the gender-specific and mainstreamed work of the different
Sectors and field offices (see p. 32) are conducted.

Explore the links to Priority Africa in a concerted manner to show how that results on both
priorities could be achieved through cooperation.
Donors:
Constituents and donors are often embodied by the same representatives but of course donor
agencies have their own structures and priorities. With current global financial constraints and in
light of UNESCO´s particular recent funding issues, maximizing the impact of regular budgets and
raising extra-budgetary resources is even more important than ever. There are divergent views on
the ease of fund-raising for gender equality. Some UNESCO staff members feel that gender equality
is a universally recognized and politically safe issue to promote. Nordic and like-minded countries
are extremely supportive of the gender cause and are known to fund a number of excellent projects
across agencies and through their own aid assistance mechanisms. Others think that gender equality
is a culturally charged issue that is not an easy sell to donors, particularly in regions where religious
and cultural sensitivities are recognized. Nonetheless, constituents had the expectation that ODG/GE
would spear-head fund-raising for gender as insufficient funds is seen as an issue. They also felt that
fund-raising was not being pursued in a systematic manner by the unit and wanted to see more
efforts in this direction. ODG/GE has indicated that BSP was the responsible unit for fund-raising, but
that ODG/GE had been instrumental in raising significant funds from the EU, Japanese-funds-in trust,
UN Women, UNAIDS, and the private sector for programme sectors and field offices.30 ODG/GE
indicates that a fund-raising plan was prepared in collaboration with BSP and that it is under BSP’s
remit.
Recommendations:
30
•
ODG/GE should present, through the relevant UNESCO mechanism, a plan for fund-raising
on gender issues for discussion with constituents and donors. This could include approaching
gender-responsive bi-lateral donors or designing an appeal for voluntary contributions from
multiple donors.
•
Find creative and pragmatic ways of overcoming resistance from other donors. Much work
can be accomplished on gender equality by addressing the issues in different creative ways,
such as embedding gender in poverty alleviation, education and capacity-building.
The Audit Facilitation Team had not received any of these fund-raising documents for the PGA desk review.
25
Private sector donors:
UNESCO has a number of initiatives with private sector donors on gender issues which have
contributed a great deal on raising visibility with the general public. These are well recognized and
have been a source of pride for the Organization.
Good practices:
Perhaps the most visible of the Organization’s efforts on promoting gender equality is the UNESCO L’Oréal Partnership for Women in Science. Since it was established in 1998 it has gained momentum
for its pioneering recognition of outstanding female scientists around the world and support for
promising young scientists. The Awards have recognized 64 laureates from 30 countries; two of
them have gone on to receive the Nobel Prize.” The partnership has inspired regional replication, for
example in the Arab region where regional award ceremonies have been held over the past years in
UAE, Lebanon, and Egypt31.
UNESCO and the Sony Ericsson WTA Tour Partnership represented the first time that UNESCO
partnered with a professional sports league for the promotion of gender equality. It was hailed as “a
landmark global partnership” and attracted celebrity spokespersons in order to enhance visibility.
The World Library of Science is an open online learning resource that offers high-quality educational
materials in the life and physical sciences in secondary school and university students and their
educators around the world. A joint venture between UNESCO and Nature Publishing Group, the
World Library of Science is designed to address the lack of scientific literacy, especially in the
developing world. Roche is the enabling sponsor for this innovative global learning resource, which
will launch in 2013.
Recommendation:

Continue to build on the successes of private partnerships to promote visibility for gender
issues and the work of UNESCO.

Compile these initiatives (past and current) into a promotional piece. Not only will this
recognize contributing partners but it may serve to attract new partners as well.
D. Information and knowledge management within the Organisation, and
gender equality as reflected in its products and public image
Information and knowledge management on gender issues
Most organizations have established modalities for formal information sharing (meetings, e-mail
exchanges, reports) and these provide excellent venues for mainstreaming gender. Gender theme
groups are also popular vehicles for information sharing with a wider circle, especially if information
is then passed to the different stakeholders and partners. Informal channels and networking are also
studied. PGAs tease out both formal and informal means for information and knowledge sharing,
especially focusing on promoting institutional aspects of communication. Gender equality initiatives
as reflected in products and public image of a work unit are also important to consider within the
context of the PGA. Visibility and advocacy on gender issues among constituents and the general
public is essential, so that these issues are not perceived by partners and the public as being the
domain of only one or two units. The use of language that is gender inclusive in promotional
31
The Audit Facilitation Team was informed that the event had been planned for December 2012, but it notes
that it has been successfully held in February 2013.
26
material is important. Visual depictions of both men and women and girls and boys in pictures and
graphics– especially in atypical stereotype roles –contribute to gender equality messages.
Key Findings:
Internal communications:
Communicating on gender is built on good information flow in general, and therefore if a premium is
not placed on information sharing and knowledge management then gender will suffer as well. A
number of interlocutors appreciated the flow of communication on overall issues of interest from
ODG/GE and felt that they were kept informed, in particular by the Director. Similarly, they felt that
their direct requests for information were met in a timely fashion. However, there was also a sense
both from within the unit and outside that information flow from ODG/GE was not systematic or
institutionalized. There was an impression that there was a selective communication flow on
information of particular interest to certain individuals. It may be that this was purposefully done so
as to target relevant recipients, but it had the adverse effect of not being inclusive and of leaving the
determination of whether a piece of information was useful or not to a broader group of interested
recipients. It was noted that most information was selectively shared only with GFPs whereas other
technical experts may benefit from receiving the information as well. This was meant to put the
responsibility on GFPs to subsequently share information with interested officials, but in reality that
sometimes created bottle-necks for the GFPs. Creating platforms and plones had been proposed by
ODG/GE but funding was not available and UNESCO IT services did not currently have the capacity to
develop this.
Similarly, other Headquarters units and Field offices did not systematically communicate their work
on gender to ODG/GE nor did they share interesting information on gender issues within their areas
of expertise with ODG/GE. For example, the Audit Facilitation Team learned of some excellent work
on gender in Havana but the project had not been communicated to ODG/GE. So communication
and information flow with ODG/GE was sporadic at best.
Recommendation:
 Institutionalize regular information flow from and to ODG/GE. Facilitating information flow is
one of the primary responsibilities of gender units within organizations, and experience has
shown this to be an extremely motivating factor that often leads to more cooperation.
Experience has also shown that platforms and plones do not often work successfully, as
these have to be updated and managed. In many cases, these wither on the vine. The Audit
Facilitation Team’s recommendation is a low-tech but systematic solution for information
sharing that has been tried and tested successfully. Elements of particular interest can be
forwarded by email to an official, whether P or G staff, who then collects the material and
sends the information on a weekly basis by email to all GFPs and technical specialists
interested in gender. Officials in this broader gender network can scour the email for
elements of interest and relevance; if they do not have time one week they can simply
delete it. However, the onus is on the receiver to determine whether the information is
interesting or not, and not on the sender. Information can also be solicited from the gender
network for dissemination as well. Again, experience has shown that a two-way flow of
information is created as officials increasingly share their office’s achievements on gender or
other interesting elements of information. This is a simple and effective solution.
Web-sites: key information and advocacy tools
27
Web-sites are an excellent way to promote work on gender in any organization as it is inexpensive
and provides myriads of opportunities for creating linkages and contexts. The public UNESCO entry
page always has professional and gender-sensitive pictures featuring both women and men in
different life and livelihood situations and positions of authority. News features, such as Stories of
hope and horror regarding girls’ education presented at the high‐level panel discussion at the “Stand
up for Malala” advocacy event at UNESCO headquarters on 10 December, Human Rights Day are
right on the “front page”. The entry page also has a permanent drop down link to gender equality
under the heading “themes”, which then links to the ODG/GE web-site.
The ODG/GE web-page offers links to pages of interest as well as resources and events. For
example, it highlighted UNESCO’s International Women Leaders’ Conference on “Science,
Technology and Innovation: Education and Training for Women and Girls” which was a high profile
event that resulted in the Haifa Declaration32 on the importance of equal access to education.
Another example is the video of Dr Kimmel, a leading expert on men and masculinities.33
However many UNESCO colleagues including ODG/GE staff themselves felt that the web-site was too
“static” and is not updated frequently enough. Current information is often not posted in a timely
manner. The capacity-building web-site links to the Gender Equality eLearning Programme which is
outdated; references are not made to other training courses that have been recently offered. As a
result, the ODG/GE web-site does not become the “one-stop window” that it could be for internal
officials on capacity-building on gender, and many doubt that it provides that service for external
users either.
There are resource materials that can be accessed from the ODG/GE page. The Gender
Mainstreaming Tools links to UNESCO Gender Lenses:
1.
Baseline definitions of key gender-related concepts
2.
UNESCO Gender Lens for project design and review
3.
UNESCO Gender Lens for measuring performance: guide for developing gender sensitive
indicators
4.
UNESCO Gender Lens for developing terms of reference (TORs) of surveys & research
5.
UNESCO Gender Lens for planning and execution of programme evaluations
6.
UNESCO Gender Lens for meetings workshops and conferences
7.
UNESCO Gender Lens for organizing and running trainings
8.
Guidelines on Gender neutral Language
9.
Key elements for programming with the CEDAW
These practical 2-page guides provide simple and useful information to assist in mainstreaming
gender, Many of these were updated in 2003, and others in 2007, while the Gender Division was still
in BSP. Although useful and short, the sheets are somewhat generic. These guides do not illustrate
with examples from different sectors and units and therefore fall short of encouraging users to apply
the guidance. The Guidelines on Gender Neutral Language date to 1999, and while still helpful, the
document does not reflect changes in terminology and application of gender concepts.
Importantly, the ODG/GE web-site also provides links to Sector web-pages on gender themes on
which each of the Sectors is working upon. Some have pointed that gender is not immediately
visible, but others feel that the drop down menus are appropriate enough:
32
Please see
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/BSP/GENDER/PDF/Haifa%20Declaration%20paper%
20head_COMPLETE.pdf
33
http://www.unesco.org/new/en/unesco/themes/gender-equality/themes/
28
In SHS, the themes are Globalization and Women’s Rights, Gender, Peace and Conflict, Preventing
Gender-based violence, with each theme having further information and links. It also promotes news
items on gender with links that are updated;
In Education, the focus is on Teacher Education, Literacy, Policy and Plans, HIV/AIDS, Education for
Sustainable Development, Gender-based violence. While the themes are not necessarily genderspecific, the material presented is most often gender-mainstreamed. A further good practice is the
link to the UNESCO Bangkok web-site on gender and education, including the promotion of Gender
and Education Network in Asia (GENIA) and its Tool-kit. Again, news and updated items are on this
web-site.
In Natural Sciences, the main themes that are featured for drop-down menus are Science,
Technology and Innovation (STI) Policy and Gender, Gender and Disaster Risk Reduction, Women
and Local Knowledge, Gender mainstreaming in marine science, For Women in Science Programme.
The 2007 International Report on Science, Technology and Gender is highlighted as key product.
The Communication and Information Sector also has a dedicated web-page to Gender and Media,
which comprises Women Make the News, Gender Sensitive Indicators in Media, and International
Programme for the Development of Communication (IPDC) projects on gender.
However, the Culture Sector does not have a dedicated page to gender equality and as a result does
not have the drop-down menus to themes and products. Gender issues were not visible at first
glance either. For example, the 2012 publication Managing Natural World Heritage is a recent
comprehensive and well-researched guide, but it has only scant reference to gender issues. Another
example is the 4th World Heritage Youth Forum in June 2012 refers to 46 young people but does not
give an indication of sex. External partners have also commented that there were many gender
angles to be explored in preserving natural and cultural heritage sites and that was an area that
needed to be focused upon by both ODG/GE and the Culture Sector.
Recommendations:
 It was suggested that a visible and frequently updated “gender corner” be created on the
UNESCO home page so as to immediately position gender as a key organizational priority. As
UNESCO is moving to one common content management system for internet, intra-net, and
extra-net, proposals were made to take advantage of this opportunity to share more
knowledge and information on gender equality. This portal could then lead to a frequently
updated ODG/GE web-site on which a number of interesting features could be placed:
o Post an open list of UNESCO contacts on the web-site for both internal and external
consultation (GFP, officials with experience and expertise – please see the need for a
gender mapping exercise);
o Upload statistics on male/female UNESCO staff at different levels in Headquarters
and the Field, thereby showing that sex parity is of importance to the Organization.
Similarly, post participation at important meetings by sex to highlight the monitoring
of these statistics;
o Develop a “gender watch” or «veille stratégique» on thematic areas which
highlighted current issues being examined in different sectors;
o Update the ODG/GE Gender Lens guidance to reflect more recent thinking, and
including practical examples of mainstreamed UNESCO work as good practices and
examples.
o Similarly, update the guidance on gender neutral language to highlight the
importance of gender-responsive principles;
29
o


Provide linkages to previous training courses and future offerings so that officials
can get a sense for what is being offered;
o Hyper-links to ODG/GE web-site and relevant documents
A number of proposals were made for better use of the Organization’s intra-net:
o Posting relevant mission reports from ODG/GE and other sectors and upload
additional tools and guidance;
o Creating an IOS data-base of evaluation reports which could be searched to identify
gender related information (gender-inclusive terms of reference, good practices,
and lessons learned)
o Posting gender equality resources for each sector.
The Culture Sector would stand to strongly benefit in showcasing its work on gender issues
in a systematic way on its web-site by creating a dedicated web-page and by paying
attention to increase its visibility on gender.
External Relations and Public Information (ERI)
Good practices:
ERI is an important internal partner and its management and staff are committed to championing
gender equality both within and outside the Organization. ODG/GE officials fell that “ERI’s staff ‘get’
gender and they do not have difficulties with the concept of mainstreaming.” The information and
promotional material that is developed by this unit is gender inclusive and there is a close
collaboration with ODG/GE. There was a positive regard for ERI’s work on gender. The 2011 issue of
The UNESCO Courier: Women conquering new expanses of freedom was a notable example of the
promotion of gender issues. Another area of cooperation is the evaluation of Partnership
Programme proposals (see p. 23) on which ODG/GE is systematically consulted.
The two units also work together in promoting gender mainstreaming in UNESCO publications. The
Publication Submission Proposal Form has questions that prompt authors and lead units to include
gender issues at the inception phase so as to avoid a retroactive plugging in of gender issues at later
stages. In order to assist with the mainstreaming process, ODG/GE prepared a short but informative
set of Gender Mainstreaming Guidelines for distribution to authors as well as a list of resources for
further information. These Guidelines are supplemented by a Priority Gender Equality Check-list for
publications, which stimulate authors to consider key gender issues from multiple angles. These
Forms and check-list are first shared with the GFP of lead units to seek their guidance and approval.
They are subsequently sent to ODG/GE prior to review with ERI for the final approvals. However,
author units complained that waiting for approvals often took a long time and bottlenecks were
created at the levels of GFP and/or ODG/GE. On the other hand GFPs complained at the enormous
workload that this process has generated.
One area for ERI improvement is the inclusion of ODG/GE in presentations and meetings with
Member States and National Commissions. This is raised in the Ivory Note UNESCO Programme on
Capacity Development and Training for Gender Equality.34
Recommendation for ERI:
 Provide systematically the opportunity for ODG/GE to brief Member States and National
Commissions on the UNESCO’s work on gender equality which in turn could lead to areas for
greater cooperation.
Recommendations for ODG/GE regarding the publications check-list:
34
DG/Note/11/04
30


Speed up the approval processes for the Publication Submission Proposal Form and the
Check-list. The Form and the Check-list are useful tools for monitoring the inclusion of
gender issues into UNESCO publications, both at the preparation and reviewing stages. As it
is a new procedure, it is expected that the process will become smoother over time. GFPs
should be consulted during the planning stages of publication.
Provide helpful comments to improve a publication if it is not sufficiently gender
mainstreamed. Originating author units commented that at times documents were not
approved by ODG/GE, but constructive assistance was not given on how to improve the
“rejected” manuscript.
E. Gender issues relevant to the technical areas, existing gender expertise
Changes in the roles of women and men, their relations with each other, and the nature of the
households, markets and societies in which they live continue to accelerate in a globalized world.
Gender equality cannot be achieved when biases remain embedded in economic and social
institutions and in development processes. It often remains unaddressed or is addressed in an
uneven manner. Shifting boundaries and values create tensions that are sometimes magnified by
rapid globalization and men and women may experience the day-to-day manifestations of these
strains differently. While some may benefit from new opportunities, many may continue with
traditional gender roles and suffer from increased burdens and stress. The PGA explored the current
international gender issues and gender debate affecting UNESCO’s technical areas of work and the
practical implementation of gender equality measures and women’s empowerment. Bridging the
gap between the actual achievements and the over-arching goals on gender equality is an
organizational challenge.
Key findings
There was widespread recognition that UNESCO officials could do much more gender
mainstreaming. This recognition was raised both by individual officials about their own roles
(“Admittedly, I haven’t done enough myself.”) and collectively (“My sector needs to learn how to
mainstream gender”) and was voiced in focus groups as well as in the PGA workshops. Interest in
gender issues was recognized, and there was a shared sentiment that “no one is really obstructing
gender now, as in the past. It is more that people don’t quite know what more to do.” This progress,
compared to the past lack of interest in gender equality was seen as a positive development and the
perception that more “how-to” knowledge was needed could be addressed by capacity-building.
Despite the mandate set out in the DG’s Ivory Note Transfer of the Division for Gender Equality to
the Office of the Director-General, the Role of ODG/GE seemed to be unclear regarding the
substantive support it could provide internally to UNESCO Sectors and field offices. As a result,
officials from some sectors were disappointed that they could not get substantive input on their
deliveries from ODG/GE, while others did not contact ODG/GE because they did not expect any
input. ODG/GE, while conscious of the possible frustration, made the important point emphasized
that the substantive gender issues were the responsibility of the Sectors themselves. ODG/GE did
not have staff or capacity to contribute to all Sectors on substantive matters.
Good Practice:
Identifying a knowledge gap, ODG/GE has worked on issues concerning gender and HIV and AIDS
and contributed to this important debate through publications such as The Implications of HIV and
AIDS on Women’s Unpaid Labour Burden and Globalization and Women Vulnerabilities to HIV and
AIDS.
31
Another key finding is that gender issues are still largely equated with women’s issues in UNESCO.
Many interlocutors were of the view that women-specific initiatives were an important part of the
Organization’s delivery on gender and examples of successful women-specific work were given
across Sectors and regions. This approach is understandable and one that is accepted, however
there is also a shared sentiment that men and masculinities issues have been largely overlooked. The
topic and UNESCO’s approach was raised in the focus groups and workshops and generated lively
discussions. Some good practices in the area may be pointed to, notably the work on masculinities in
the Havana Office, or the presentation made by Dr Michael Kimmel on “men and gender equality:
resistance or support?”35, but the overall sentiment is that more can be done.
Recommendations:



Conduct a comprehensive mapping of women- and gender-specific work as well as gender
mainstreamed work in Headquarters and in the Field. The Audit Facilitation Team noted a
tremendous amount of work accomplished in both, and yet there was no overall sense of
what the Organization was delivering on gender. Conducting such a mapping goes beyond
the remit of this PGA, and would be an important accomplishment by ODG/GE. In such a
manner, recognition could be given where due, and gaps/misunderstandings could be noted
and addressed. Once the first mapping is conducted, subsequent updates could be achieved
with less effort. This is linked to the mapping of gender expertise across the Organization, as
proposed in the section above on structural mechanisms for delivery.
Clarify the support that can or cannot be offered by ODG/GE on technical substantive issues
and its role in disseminating and promoting substantive work undertaken in the Sectors.
Improve understanding around men and masculinities and promote more work around the
topic. For example, the Audit Facilitation Team noted that SHS was involved in delivering at
an Inter-Ministerial Meeting on youth violence in 2013, a topic which speaks to men and
masculinities and is an example of cooperation with ODG/GE.
The DG’s Ivory Note Transfer of the Division for Gender Equality to the Office of the DirectorGeneral36 not only addressed the structural mechanisms for delivery on gender but also referred to
the substantive issues, asking for “…concrete proposals, building on the conclusions of the Task
Force on Gender Equality…” Based on the experience of Task Force III members, the TF III Report
indicated that the Gender Equality Action Plan (GEAP) was rather abstract and did not practically lay
out what measures needed to be taken to advance the mainstreaming of gender issues. The Report
noted that the Plan “does not reflect actions taken by UNESCO and concrete results and outcomes
to ensure pursuit of women’s empowerment in programming.”
This TF III finding was corroborated by the Audit Facilitation Team in numerous interviews of both
internal staff as well as external partners, and was further confirmed in the collective workshops.
However, while the GEAP may not have provided a road-map for mainstreaming, ODG/GE has made
many efforts to facilitate discussion and activity around key substantive issues. For example the
Discussion Paper Gender Equality and Sustainable Development offers a number of entry points.
It is important to report that much substantive, technical work of top professional quality has been
delivered both in the Sectors and in the Field. Below are a few selected samples worthy of note,
bearing in mind that this short list is by no means exhaustive:
Selected Good Practices in Technical Areas
Good Practices Education Sector:
35
36
mms://telesto.unesco.org/vod/kimmel_en.wmv
DG/Note/10/17 28 April, 2010
32
World Atlas of Gender Equality in Education: The publication in itself is a major contribution to the
goal of gender equality. The Atlas features over 120 maps with a wide range of sex-disaggregated
data and gender indicators from the UNESCO Institute for Statistics. It also illustrates the extent to
which gender disparities in education have changed since 1970 and are shaped by factors such as
national wealth, geographic location, investment in education and fields of study. OECD partners
mentioned frequently turning to this publication in their own work as it provided comparative
analysis on gender equality in education between countries.
•
EFA Global Monitoring Report: Youth and Skills, Putting Education to Work: This publication
consistently features sex-disaggregated data. In the Executive Summary there are still
opportunities to bring gender to the fore; however generally in the body of the text, the
gender analysis is well done to a high level of analytical quality.
•
The Gender in Education Network in Asia-Pacific (GENIA) created in 2002 by UNESCO Asia
and Pacific Regional Bureau for Education, is a network of gender focal points in ministries of
education across Asia which are designated to share information and lessons on gender and
education and speak with one voice on complex and sometimes controversial issues of
gender. The broad intent of GENIA has been to promote a pro-active regional association of
education professionals and stakeholders, who, in turn, to strengthen the capacity of
national education systems to advocate, inform and apply lessons with respect to creating a
more gender equal educational and social culture.
•
GENIA Toolkit for Promoting Gender Equality in Education37: This Toolkit was designed to be
a cluster of resources for use by Education planners and implementers to incorporate gender
equality into their work. The GENIA Toolkit was recently updated and includes up to 25 tools
/ publications divided in 3 parts: Part 1: Tools for Raising Gender-Awareness; Part 2: Tools for
a Gender-Responsive Educational Environment and; Part 3: Tools for Gender-Responsive
Educational Management.
•
Over the years, the Bangkok Office stands out for its commitment to quality gender
products.38 It has produced an Advocacy and Policy Brief Series analyzing key thematic topics
in education from the gender perspective, to cite a few:
•
Empowering Girls and Women through Physical Education and Sport
•
Gender responsive Budgeting in Education
•
Gender Issues in Higher Education
•
Gender Issues in Counseling and Guidance in Post-Primary Education - Advocacy
Brief
•
Gender-Responsive Life Skills-Based Education
•
Strong Foundations for Gender Equality in Early Childhood Care and Education
•
Providing Education to Girls from Remote and Rural Areas
•
Role of Men and Boys in Promoting Gender Equality
Also from Asia:
37
http://www.unescobkk.org/education/gender/resources/genia-toolkit/
For additional materials please see: http://www.unescobkk.org/education/gender/resources/researchmanual-and-studies/
38
33

•
Gender-based violence: A study of three universities in Afghanistan
•
Guidelines for Mainstreaming Gender in Literacy Materials (Islamabad)
From IIEP on Education:
•
The IIEP has currently two gender specific projects: “Gender equality in learning
achievement” and “Gender equality in educational leadership and management”
which are giving high visibility to the topics.
•
In 2012 they published “Stories behind gender differences in student achievement”,
aimed at investigating the underlying reasons for the presence and/or absence of
gender differences in learning achievement. The research uses a comprehensive
range of determinants of gender differences including: how teachers are trained,
school resources available, school management issues, teachers’ attitudes, among
others. The specific areas to be examined are selected by Ministries of Education
and other country partners in which the research is conducted. A new large research
project on Gender equality in educational leadership and management (conducted
in Argentina, Kenya and Vietnam) explores how leadership issues are dealt within
Ministries of Education by analyzing a wide range of factors such as school staffing
by sex; ministry of education officers by sex; and ministerial appointments among
other structural variables which are critical in the perpetuation of gender
inequalities.
•
The Barefoot College in India has joined UNESCO’s Global Partnership for Girls’ and
Women’s Education. In a cross-regional effort of exemplary quality, it has trained
300 older African women as solar engineers and thus provided electricity for over
1000 villages. UNESCO cooperates with the Barefoot College to offer technical
support for establishing environmentally sound Community Empowerment Centres
in villages around the world, using rural electronic workshops as learning hubs
for literacy and skills training. These centres promote girls’ and women’s education,
vocational skills, women’s entrepreneurship, literacy and lifelong learning.
Good Practices CI Sector





Gender Lens for Review of CI Work plans and Related Programmatic Actions including EXB
projects: This simple and practical guidance offers users the basic elements to consider when
mainstreaming gender.
Getting the Balance Right: Gender equality in Journalism: This resource guide for journalists
evolved out of a desire to equip all journalists with more information and understanding of
gender issues in their work. It is addressed to media organizations, professional associations
and journalists’ unions seeking to contribute to the goal of gender equality.
Media Development Indicators: a framework for assessing media development. This paper
defines indicators of media development in line with the priority areas of the International
Programme for the Development of Communication (IPDC). While not thoroughly
mainstreamed, it does have a section on making indicators gender-sensitive and pro-poor.
Intégration de l'approche "genre" dans la formation au journalisme des pays du Maghreb :
This document serves as a strategic guideline to journalists of North Africa in how to
mainstreaming gender issues into the coverage of journalists and their portrayal of gender
issues.
UN Plan of Action on the Safety of Journalists and the Issue of Impunity: This was prepared
during the 1st UN Inter-Agency Meeting on this issue with UNESCO in the lead and was
endorsed by the UN CEB in April 2012. It includes gender equality as one of its principles and
34

explicitly addresses female journalists and violence against women. It emphasizes the need
for systematic inclusion of women as beneficiaries in training courses, with a minimum of 40
per cent women’s participation. This has been used as an example of the effectiveness of
senior management leadership in promoting gender issues.
Increasing access to and participation in the development of free and open source software
(FOSS) and open standards” is witness to the strong effort made to take into account gender
equality considerations both in the implementation strategy and in the expected results
matrix39.
Good Practices Natural Sciences Sector



Annual L’ORÉAL-UNESCO Awards for Women in Science. Every year, UNESCO and L’Oréal
promote scientific careers and identify outstanding women scientists. For the past four
years the partnership programme has given recognition to over a thousand women
scientists, providing visibility and encouragement for the exceptional quality of their work.
UNESCO-L'OREAL International Fellowships Programme for Young Women in Life Sciences
(2013). This partnership aims at promoting the contribution of young women - from all over
the world – in research developments in the field of life sciences. It identifies and rewards
fifteen deserving, committed and talented young women scientists, from all over the world,
active in the field of life sciences. With a view to ensuring that a balanced geographical
representation is made, a maximum of three young women, from each of the five geocultural regions of the world, will be awarded fellowships.
The UN World Water Development Report40 is a joint publication within the UN system.
Gender equality is mainstreamed throughout the report.
Good Practices Social and Human Sciences Sector





39
40
International Network of Women Philosophers is an information portal available to all
philosophers throughout the world. Its aim is to create genuine links within the
philosophical community at national, regional and international levels and to keep a
directory of women philosophers working in different countries. However, SHS does not
have a great deal of funding or human resources to provide more support, but it supported
the November 2011 publication of the Women Philosophers’ Journal.
Research Centre on sexual and gender-based violence in the Democratic Republic of the
Congo: This innovative programme links research to policy development with the production
and validation of new teaching modules on gender equality and violence prevention which
are now being taught in universities in the North and South Kivu Regions. These programmes
are to be adopted at national level and promoted by the Ministry for Education.
SHS is keen to mainstream gender into its work on monitoring patterns of vulnerability in
class systems, migration etc. Some inroads have been made in this regard, but there is
recognition that more needs to be done.
Women, gender and sports is another area in which SHS wishes to become more active in
terms of discrimination against women and LGBT rights as well as the promotion of health
and anti-doping for female athletes
The 2010 World Social Science Report: Knowledge Divides is positioned as a key scientific
reference for the advancement of social sciences in responding to global challenges. It has a
number of gender mainstreamed articles
See ODG/GE Memo Preliminary Analysis of 36 C/5 Workplans for Priority Gender Equality of January 2012
http://unesdoc.unesco.org/images/0021/002156/215644e.pdf
35


2011 Manuel d’Apprentisage de la Démocratie pour le Jeunes en Tunisie. This document is
well mainstreamed and also contains a specific information section on women, political
parties and elections. This guide has been followed up by an extensive survey on the civic
engagement of young Tunisian women, carried out together with the Centre of Arab Women
for Training and Research (CAWTAR) with support of the Netherlands.
Diversities Journal (on-line: Volume 14 (No. 1 2012) covered an important gender issue, The
Invisibility of Family in Studies of Skilled Migration and Brain Drain. A previous issue was
completely devoted to “Female Migration Outcomes: Human Rights Perspectives” (Volume
13, No. 1, 2011).
Good Practices Culture Sector


The Havana Office organized activities at the national level in the context of the UN
campaign UNiTE to prevent and eliminate violence against women and girls in all parts of the
world (“Yo digo no” http://endviolence.un.org/). Activities included the production of
awareness-raising materials, leaflets, posters and the organization of a communication
campaign with artists and public personalities to raise awareness on the issue of VaW and
girls. Awareness raising activities included the distribution of information materials in urban
and rural areas. This was done in close collaboration with other sister UN entities.
One really interesting initiative is the systematic collaboration of the Havana Office with the
Red de Masculinidades de Cuba (part or the Red Iberoamericana y Africana de
Masculinidades RIAM). They were involved in the launching of the UNiTE campaign. UNESCO
Havana has also been successful in contributing to gender mainstreaming in UNDAFs.
Other Good Practices
UNESCO celebration of the 50th anniversary of the Pan-African Women's Organization is a very good
example of cross-fertilization between priority Africa and Priority Gender Equality. Both
departments worked in tandem to organize the event.
Capacity-building
The PGA aims to find whether gender expertise, competence and efforts at capacity building exist
within the Organization and are being fostered. One frequent lament heard in PGAs is that officials
would be happy to mainstream gender issues into their work, but they simply do not know how to
do so. A stock-taking of gender expertise is useful, and if from that stock-taking it is determined that
there is indeed a lack of basic knowledge on gender mainstreaming among officials then corrective
measures such as training and technical assistance could be considered.
Key findings
Contradictory views on capacity building on gender were expressed. On the one hand, responsibility
for gender mainstreaming training has been centralized in ODG/GE, which has been seen as offering
value added and developing capacity for those who followed the courses. Some interlocutors felt
that HRM could also potentially have a role and that a strengthened collaboration between ODG/GE
and HRM would enhance delivery. On the other hand, ODG/GE and others stressed that units
themselves should be proactive in seeking expertise. “The policy is everyone’s responsibility, and we
shouldn’t only rely on ODG/GE to offer training.” There were a number of officials who pointed to
the difficulties of capacity-building in creating a shared vision in the different mandates and with
people of such diverse backgrounds. Some people who followed trainings mentioned that they
36
returned to their units with their newly gained knowledge but that nevertheless it was difficult to
have much impact as others had not followed the training. There was no critical mass to initiate or
sustain change in the whole unit.
The DG Ivory note41 UNESCO Programme on Capacity Development and Training for Priority Gender
Equality reinforced the important decision that training was mandatory for UNESCO staff from P1 to
the D2 levels as of 2005, with a target of having all professionals trained by the end of 2013. The
Ivory Note further stated that customized UNESCO training would be provided to all sectors, central
services, field offices and institutes. However, such training would be provided “upon receipt of a
request”; all structures were “invited” to arrange training sessions, and staff were “strongly
encouraged” to attend. While the process is clear, the mandatory nature of following the training
courses is somewhat diluted and accountability of managers to request training or of staff for
attendance is not spelled out. The fact that this discretion exists has been confirmed by both
ODG/GE and representatives of the multiple units interviewed. The Audit Facilitation Team noticed
that The Ivory Note on training was not well known by UNESCO staff members nor much of
management, and therefore the obligation to attend training on gender equality appeared to be
missing.
The Ivory Note also refers to the on-line gender equality training tool42. However, ODG/GE has
indicated that it does not have a sense of how many officials have taken the on-line course as HRM
which administers the offer has not tracked the numbers. As a result, it is not possible to gauge the
uptake on this tool, which is an unfortunate missed opportunity for gender capacity-building. The
AFT was told by some officials that they do not think that many staff members have taken any or all
of the seven modules on offer.
Cognizant of the need to prioritize capacity-building, ODG/GE conducted a number of gender
“clinics” to assist Headquarters and Field offices and Institutes on formulating work plans. It has
been reported that ten sessions took place since April 2012, involving colleagues from Headquarters,
Field Offices and Institutes (CLT, SC, CI, IBE, and Field offices in Amman, Apia, Harare, Lima and
Quito). The support was provided face-to-face, by email or via videoconference and telephone in
order to adapt to the needs of the concerned colleagues and limit costs to the organization. The
Gender Equality Clinics enabled colleagues to incorporate gender-responsive implementation
strategies into their work plans and key documents, expected results and performance indicators,
and thus indirectly contributed to the capacity building of Sectors and field offices in gender
equality.43 These were seen as successful initiatives, albeit more focused on the programmatic side
of mainstreaming. The delivery for field offices (Amman, Apia, Harare, Lima, Quito) and was done via
video conferencing, and although not as effective as face-to-face clinics, these were nevertheless
positive developments and well received.
Three Occasional Brown Bag lunches on gender issues were held in 2012. These were positioned as
both information sessions and capacity-building events. Many staff members interviewed had not
been aware that these events were taking place.
External partners too were aware of capacity-building for ODGE/GE staff as well as other in-house
gender experts. There was mention that it was important to expose staff members to external
events, and for them to represent UNESCO and to strengthen their skills. This view was corroborated
by internal UNESCO staff members as well.
41
DG/Note/11/04 28 March 2011
See http://www.unesco.org/new/index.php?id=34592
43
190 EX/4 Part 1 Annex Report: SISTER 36 C/5 - Monitoring of Programme Implementation for Regular
Programme and Extrabudgetary Resources as at 30/06/2012
42
37
Good practices on capacity-building:
Targeted initiatives for various Sectors have been undertaken by ODG/GE, with officials attending on
a voluntary basis. In 2011 a gender mainstreaming training was conducted for Education Sector staff
and in 2012 for SHS Sector staff who had expressed interest. This was seen as helpful in providing
basic training and in stimulating staff members to mainstream gender into their work plans. ODG/GE
is to monitor the impact of the training to see whether gender was indeed included in more work
plans.
The Intergovernmental Oceanographic Commission (IOC) is a prime example of the “multiplier
effect” possibilities of training. The GFP of IOC attended the ODG/GE capacity-building end 2011,
and following this training she delivered a comprehensive presentation on key gender concepts and
concerns and mainstreaming into IOC areas of activities. The presentation was well received by
colleagues and contributed to a broader understanding of gender and of mainstreaming into
activities.
Recommendations:








Reinforce capacity-building efforts to reach a maximum number of staff in an optimum
fashion. One effective way is to provide training workshops on gender mainstreaming for the
entire staff of “natural” units, from the director positions to professional and support service
staff alike. This approach would create a common language and understanding of gender
issues and have a concerted impact on the overall mainstreaming into the work of the unit.
It would also assist in building in mechanisms that would help to steer away from tokenistic
messages on gender, and would assist managers in ensuring that a critical mass of staff has
practical skills on gender mainstreaming. This holistic approach alleviates pressures on GFPs,
who can then assist colleagues without carrying the full responsibility of mainstreaming
gender into the work of a given unit.
Collect and analyze UNESCO good practices on gender equality from different Sectors, field
offices, institutes etc. ODG/GE already references many good practices on gender issues in
its reporting to the Executive Board. These could be further disseminated internally or
presented in brown bag lunches and workshops; concrete examples may become practical
case studies in gender training courses.
Offer a short module on gender to new staff members in UNESCO. This could be organized
together with HRM and could be opened up to short term staff and consultants.
Link to HRM to liaise on training delivery on gender mainstreaming as part of overall HRM
capacity-building of staff. This formalizes the recognition of having followed the training and
fulfils the requirement laid out in the DG Ivory Note.
Link with HRM for the inclusion in UNESCO performance appraisals of staff members’
participation in gender mainstreaming training. This would also give formal recognition to
the fact that officials have been sensitized to gender issues and have gained an
understanding on mainstreaming. While some officials will need to further pursue in-depth
training in order to fully gain gender mainstreaming know-how, the acknowledgement that
the entry level course has been taken will nevertheless contribute to increased
accountability.
Ensure that events such as brown bag lunches and other events of interest to gender are
well publicized through the gender network and to all UNESCO staff. Very often officials are
too busy to attend all the events that are staged at Headquarters, but sometimes they are
more amenable with the additional incentive of being solicited directly.
Propose and coordinate training schedules well in advance in order to secure future impact.
“If we want improvement on gender mainstreaming by 2014, we should train now!”
Match training delivery to programme cycles on mainstreaming gender into work plans.
Building capacity on substantive gender issues can be conducted throughout the biennium
38

as these will benefit officials in their daily work. However, short refreshers given either by
ODG/GE or GFPs at peak cycle times will keep gender on the programming agenda.
Offer ODG/GE staff and other gender experts in the different sectors the possibility to
increase their skills and to represent UNESCO in external events or deal with external
entities on work items. Not only does this contribute to capacity-building but also increases
UNESCO’s credibility in show-casing broader expertise.
F. Staffing, human resources policies and organizational culture
Staffing and human resources concerning sex balance
Staffing and human resources concerning sex balance and gender-sensitive policies are key areas to
explore. In the context of PGAs, these criteria are vital to determine whether the importance of sex
parity in an organization is understood and appreciated.44
HRM supports the GEAP though recruitment, policies and sex balance of professional staff. It has its
own Gender Action Plan and has a responsibility to report to the Executive Board on sex parity and
its evolution and does so on a regular basis. As demonstrated in the tables below, UNESCO has good
sex balance at the ADG and D2 levels which is very positive. The D1 level is skewed towards men
which throws the overall figures for parity at the Director level off balance. D1 and D2 positions are
advertised internally and externally and are open for competition. Geographic priorities are also
taken into consideration.
At the professional levels, there is good sex parity in P3 to P5, but an over-representation towards
women at P1-P2 levels. This is not an uncommon phenomenon in international organizations, as
women seem to dominate entry level positions. However the aim is to promote internal staff and to
offer capacity-building so as to reach targets through career development as well as recruitment. Up
to P5 levels posts are first offered to internal candidates.
44
There is increasing international acceptance of sex “parity” in organizations referring to a range of 60% to
40% representation for either sex. It is not always possible to achieve 50%-50%, and 60%-40% provides a
critical mass for either men or women. The key is the active participation of both women and men in
promoting gender equality, and not just a “head count” of women or men.
39
Report by the Director-General on the Follow-up to the Decisions and Resolutions Adopted by the Executive
Board and the General Conference at their Previous Sessions, Part IV, Human Resources Issues, August 2012
190 EX/5 Part IV – page 34, Table 4
Report by the Director-General on the Follow-up to the Decisions and Resolutions Adopted by the Executive
Board and the General Conference at their Previous Sessions, Part IV, Human Resources Issues, August 2012
190 EX/5 Part IV – page 34, Table 5.
Recommendations:

Address the imbalance at D1 levels by considering and developing the skills of female
candidates until such time as balance is achieved. The Audit Facilitation Team hastens to add
that all recruitment, retention and promotion efforts should be merit-based.

Recruit more men at the P1-P2 levels in order to restore balance at entry level positions. In
this fashion sex balance will not be askew as officials move up the echelons. Similarly,
facilitate the recruitment of male support staff as well.
It is clear that UNESCO has been facing other serious challenges with its current financial concerns
and that the atmosphere had been tense with fears of job losses. However a commitment was made
to staff by the DG and although the situation has been difficult no one lost their jobs. The DG
launched a 75 per cent hiring freeze, with the “aim” of 100 per cent freeze, but it was simply not
possible to completely eliminate recruitment. A voluntary separation programme resulted in 45
early departures. This programme was amiable and smooth and involved the Staff Associations as
well. Gender was not a consideration in the process nor did it need to be; requests were evaluated
based on the needs of the individuals and the priorities of the units. In better times these posts will
be filled again, giving an opportunity for improved sex and geographic distribution.
Gender-sensitive human resources policies
Key findings
40
Organizations recognize that it is important to put in place and adhere to gender-sensitive human
resources (HR) policies. It is an achievement to mainstream gender into the technical and
substantive areas of work but it is also essential to be aware of the gender impact of an
organization’s policies on staff’s work and family balance and other areas of well-being. In other
words, organizations need to “walk the talk” when it comes to implementing measures that respect
the productive and reproductive roles of female and male officials.
Adoption leave is granted for eight weeks for a parent of either sex, with flexible work schedules also
provided. Parental leave is another gender-responsive entitlement which provides for “special leave
without pay to allow staff members to take time off to take care of children immediately following
maternity, paternity or adoption leave, or during early childhood to primary school age.”
Reintegration into their previous post or following an absence of more than a year, into a
comparable post is guaranteed.
UNESCO officials have the possibility to opt to work part-time, although HRM indicates that its
uptake is not that prevalent. There are no policies for flexi-time. The idea of a tele-work policy was
not supported by management. A pilot was conducted by HRM and it was not satisfactory. Although
not explicitly stated, there was a sense that perhaps such mechanisms may be oversubscribed by
employees and that productivity gains may be lost. Therefore HRM postponed its launch but reviews
tele-work requests and grants approvals on a case-by-case basis. The participants in the PGA
workshop for professional staff also raised the point that there was no compensatory time given for
Ps travelling on week-ends for official business, which impacted on work/family balance.
Good practice:
UNESCO’s Family Leave Policy45 provides for standard practice in such leave (death, injury or illness
of close relatives) and household emergencies such as major damage). It also provides for the
“breakdown in parental obligations, child care or educational arrangements that may occur during
normal working hours”. While many organizations informally accommodate staff members in these
situations, it is commendable that UNESCO has codified this allowance. This certainly contributes to
the often tenuous juggling act of employees with family responsibilities. Seven days of family leave
on full pay is also worth noting, and additional days are granted for households with two children
and for extreme emergencies.
Maternity and Paternity Leaves
Some other key policies are generating discomforts that need to be addressed. UNESCO’s Maternity
Leave Policy covers a period of sixteen weeks, which is on par with other UN agencies and standard
international practice. Provisions for when this leave can be taken are clearly spelled out. There is,
however, some tension over the provisions for extended maternity leave for breastfeeding which
grants four weeks of additional paid leave for the purposes of breastfeeding.46 HRM felt that this
provision was being taken for granted and being treated as an entitlement by officials as part of
maternity leave, which effectively brought maternity leave to five months. This was being looked at
again in order to align with general practice; it was meant to be applied to special cases where
additional breast-feeding was preferable. HRM indicated that it was working closely with the Chief
Medical Officer in reviewing and ascertaining the need for these requests and in providing
approvals.
Paternity leave is guaranteed for one month, which is also on par with standard international
practice. It is not mandatory but is granted upon request of staff members. One additional positive
45
46
2009: UNESCO HR Manual, Item 6.7 Family leave
2009: UNESCO HR Manual, Chapter 6, Item 6.4 E.
41
element of the policy is that paternity leave can be combined with part-time work. The issue of the
length of paternity and maternity leaves was the subject of much debate in the PGA workshops and
in the feed-back session of 30 November. Some staff members voiced concern about the
discrepancy between the length of maternity and paternity leaves. They stated that in the interest of
true equality both women and men should have four months leave, and that men had just as much
right to a longer leave. Furthermore, if both had the same length of leave, then that would eliminate
the possibility of maternity being perceived as a discriminatory factor and remove the bias against
hiring women officials.
The Audit Facilitation Team noted that the biological need for women to recover from child-bearing
and child-birth, compounded with the mother and infant’s need for proximity for breast-feeding
justified the length of maternity leave. The important and increasingly recognized role of fathers and
their need to bond with their infants was valued; however the physiological needs are not the same
and are not compelling for additional leave. The ILO is at the forefront of labour rights but is also
cognizant of the realistic balance that has to be struck between the needs of employers, workers and
regulatory bodies. The social costs of increasing the length of paternity leave would not be the
answer; rather, the goal is the indisputable recognition of women workers’ maternity rights and
employers’ obligations to honour these rights. Contrary to the perception that these entitlements
might lead to discrimination in recruitment, it is clear that UNESCO has not curtailed the recruitment
of women. As noted above, P1 and P2 positions are held by 67 per cent women as opposed to 33 per
cent men. Presumably these are younger women who are in their reproductive primes.
On another level, the discussions above shed light on an additional particular – and serious - area of
concern regarding maternity leave that has been singled out as discriminatory behaviour against
women and their family obligations. The Audit Facilitation Team was told on several occasions that
certain managers had pointed to the lack of professional commitment of female staff members
when they had become pregnant and had taken maternity leave. Comments regarding work and
family balance had also been raised. In some of these cases the staff member’s career advancement
had been put into question. It should be noted that female managers were responsible for these
behaviours as well. This issue of maternity (and even paternity) leave has generated concern from
management’s perspective as well, especially in the light of the immutable and cyclical nature of
UNESCO’s work and deliveries. With staff members on maternity leaves and looming deadlines,
managers felt most pressed. It is clear that UNESCO should not tolerate management discrimination
against female staff in terms of begrudging maternity leave or by carrying prejudice regarding their
responsibilities and promotions. However, it is imperative that management should also receive
assistance from HRM in order to cope with the prolonged absences of staff members on maternity
and paternity leave.
Family reunification and considerations for transfers during the scholastic year:
Issues were raised concerning field assignments that separate UNESCO officials from their families.
Recent efforts by UNESCO to address the problem were recognized but it was felt that more could
be done. Some officials had been separated from their families for a number of years, and wished
for more support from HRM in facilitating transfers to assignments closer to their families. It was
mentioned that HRM needed to accommodate officials who accepted field assignments by making
transitions easier. For example, it was disruptive to expect officials with children to move during the
school year. “We are the organization that deals with education, so it would be appropriate that the
education of our children is given a priority by our own management decisions.”
Recommendations:

In order to ensure the proper functioning of a work unit during an official’s absence on
maternity leave, the Audit Facilitation Team strongly recommends that HRM offer a
42
minimum compensatory allowance to the unit that would allow for the recruitment of shortterm staff to fully or partially handle the official’s work load. HRM could study such standard
practice already institutionalized in other UN agencies; to cite, the ILO example a 3-month
allowance is offered to a work unit in order to recruit a short-term replacement staff
member so that the unit is not under stress to deliver. Even in the context of current
financial constraints, such an investment would be seen as extremely helpful by work units
and would be a solid contribution towards gender equity.



HRM should provide information sessions to all staff on the rules, regulations and policies
that govern all forms of leave, working hours, overtime, and work/family balance modalities.
Beyond disseminating factual information, these sessions would allow for clearing the air on
a number of issues by creating transparency and generating a constructive dialogue.
UNESCO Staff Associations could also be involved as partners in these information sessions.
HRM, together with management, could explore flexi-time and tele-work possibilities once
again. In the current age of technology and changing patterns of work, much could be
gained by considering these options. It is important however that such policies take into
account the over-arching needs of work units and the cyclical nature of work and deliveries.
Programme field assignments for officials with family responsibilities in order to better plan
transition phases and family reunification. This should be done through dialogue between
HRM and the official in question while accommodating the needs of the Organization.
Organizational culture and its impact on gender equality
Organizational culture refers to the often intangible set of collective behaviour and assumptions that
loosely guide an organization. This culture may be formed by the shared values, beliefs, visions,
norms, habits, systems, and symbols. Particular organizational cultures, which can have positive or
negative aspects, often determine how individuals and groups interact with each other and with
external parties. Work units (for example a headquarters department or a field office) can have
shared characteristics with the broader organizational culture, while also having their own particular
culture which might co-exist or even be in conflict with the broader collective. These differences are
often due to management styles, including the importance placed on gender issues.
Key Findings
Being the House of Culture, UNESCO Headquarters is a busy and bustling place for cultural and social
events. Seemingly not a day goes by without a major activity of some nature, yet staff members
stressed that they simply could not make the time to attend many of these due to their own work
constraints. Many of the events have clear gender angles, especially regarding women, such as the
empowerment of girls in education or violence against women. Within units, there seemed to be a
good esprit de corps in terms of marking birthdays and celebrating occasions but this depended
more on the dynamics of individual units. The Audit Facilitation Team noted an undercurrent of rigid
hierarchy that seemed to permeate the overall organizational culture. Support staff in particular felt
that the culture limited possibilities for growth; this seemed to go beyond the structural constraints
in any bureaucracy. Impunity regarding sexual harassment was raised (see p XX) but there was also
recognition that the Organization was addressing this.
Good practice:
The PGA workshops revealed that Staff Day had been much appreciated by UNESCO colleagues and
there was regret that it was no longer organized in the same fashion. “This is the only day where we
are all equal.”
An over-riding issue raised by UNESCO staff members in both PGA workshops and in the interviews
was a perceived culture of over-work and long hours. Staff members expressed dismay in pointing to
43
the long hours in the office. “We have a culture of overwork and I feel guilty if I leave on time!” A
number of female officials mentioned that striking a balance was extremely difficult. Discussions
revealed that the culture of over-work was not imposed by management but was rather autoregulated or more due to the expectations of peers. Commuting times were lengthy in the Parisian
metropolitan area as well, adding to the hours away from home. An interesting example was
reported by IOS of staff members in Mapping of the workload of the World Heritage Centre for 2008.
It was pointed out that a 22.5 per cent reduction in human resources had placed a heavier workload
on the existing staff members, leading to an average overtime of 40 days for P staff and 33 days for
G staff per annum.
Managers were sympathetic. “We have reduced staff and even more work, so understandably
remaining staff members are expected to work long hours.” However, they pointed to an
understanding that starting and ending hours were not rigid, and that those officials with family
responsibilities were good at protecting their needs to leave earlier. However, the PGA workshops
revealed a perception of some managers’ negative attitudes towards staff with family
responsibilities, which contradicts the overall intention in the GE Action Plan to raise the gender
balance in decision making, senior positions and career advancement generally. Both management
and staff recognized long hours as part of the current realities of workplaces.
Recommendation:
 Key aspects of organizational culture could be addressed by generating dialogue and by
reviewing the perceptions and matching these to the realities. HRM should remind
management and staff that, as UN officials, there is an obligation to respect and treat staff
equally. Open fora for discussion could be moderated by HRM and the Staff Associations.
These discussions could be integrated into the information sessions on HRM policies and
implementation.
The Ethics Office
Key findings
In 2009 the Office of the Ethics Advisor was established, reporting directly to the DG, who states that
“Ethics lies at heart of my mandate as UNESCO Director-General” and that it was important to have
the right rules, regulations and policy frameworks in place. The Ethics Office is responsible for
providing confidential advice on ethics and standards of conduct and raises awareness through
training, communication, policy development and liaison. It aims to resolve allegations of unethical
behaviour or wrongdoing entrusted to receive requests for advice and complaints concerning
conflict of interest, financial issues, abuse of power, physical and moral and sexual harassment and
discrimination. As many of these areas have clear gender dimensions, the PGA has also covered this
function. Gender equality is listed as a core principle of the Organization on the Ethics Office website along with integrity, professionalism and respect for diversity.47
The number of requests made to the Ethics Office also has a gender dimension that needs to be
explored. In 2011, the breakdown of requests by sex revealed that 63 per cent of the requests were
made by women and 35 per cent by men, with 2 per cent made collectively or unknown. There was
an even split of 42 per cent between requests from Headquarters and the Field. The majority of
requests were for advice (51 per cent) with 7 per cent of requests resulting in formal complaints. The
Ethics Office works closely with the Office of the Mediators, and when formal investigations need to
be launched the Ethics Office collaborate with IOS which then takes over the investigative process.
Since 2010, about 750 requests for advice or complaints have been received (178 in 2010, 348 in
47
http://www.unesco.org/new/en/ethics-office/core-principles/
44
2011, and 225 in 2012,) half of which have been resolved through informal channels. Overall, 28
formal complaints have gone to IOS investigators and 3 sexual harassment cases have been
investigated. Interestingly, in the first month of the Office’s creation, about 20 sexual harassment
incidents were reported. Recently two requests were received regarding discrimination in
recruitment, one with a man being favoured over a woman.
The focus on awareness raising and training has been a major part of the ethics mandate. The
flagship training workshop is the Training on Ethics, and this is complemented by an in-depth
training named “Positive and productive workplaces to strengthen UNESCO by keeping us free of
harassment.” Examples on diversity and gender issues are given in these sessions. To date, 2762
officials with various types of contracts have participated in the information sessions at
Headquarters and the Field and Institutes. Some interlocutors mentioned that the training delivery
and examples used could have been more gender sensitive.
Both the Ethics Advisor and the Ethics Officer are men, which has been pointed out by some female
officials as a barrier to freely discussing cases of a sensitive nature. While the Ethics officials assure
that all requests for advice and complaints are handled “confidentially and with tact,” it is
understandable that discomfort may be caused to women in going over the details of their cases.
Another element that was pointed to by female officials was the pervasive nature of the “old boys’
network” and the insecurity that some female staff members felt in disclosing their cases to a team
of two men. Whether these fears founded or not, it is important to note that the perceptions in
themselves may be impediments to full disclosure and smooth functioning. Both the Ethics Office
and other interlocutors mentioned that there was a social image that women were responsible for
provoking men. When referencing sexual harassment, “the first question that is asked in this
Organization is ‘what did the woman do?’” However, judging from the statistics and the fact that the
majority of requests for advice and complaints are lodged by women, these issues do not seem to
have deterred a large number of them. It should be noted that the Ethics Office does not take action
unless the person expressly requests this or if his or her health and safety is in danger. The level of
confidentiality is defined together with the official formulating the complaint, and if there is a formal
complaint the Ethics Office has to talk to the alleged harasser.
Good practices:
A new Whistle blowing and Anti-Retaliation Policy were formulated and implemented. Importantly
for gender issues, the Anti-Harassment Policy has been updated, promoting a zero tolerance
approach for cases of sexual and moral harassment.
One of the sexual harassment cases that was received by the Ethics Office and investigated by IOS
resulted in the dismissal of the official concerned with the involvement and full support of the ADG.
This has been hailed as a break-through in UNESCO and was raised in the collective PGA workshops
as well; Yet comments were made that it had taken a long time for action to be taken 10 years and
the Ethics Office discovered that a large number (21) women had been the victims of the male
official. Today there is more confidence across the Organization regarding complaints about
harassment, and it appears that in the future, complaints would be lodged less fearfully.
Recommendations:
•
•
Foresee the recruitment of a female Ethics Advisor or Ethics Officer in the future in order to
create sex balance in this important team dealing with sensitive issues.
In the meantime, discuss the possibility of including the female social work officer in
sensitive interviews with female staff so as to generate a degree of comfort. Should the
social work officer be amenable, she would need to have a proper training by the Ethics
Office on handling such cases.
45
•
Pay careful attention to the selection of examples and usage of language in future training
opportunities.
G. UNESCO staff’s perception of achievement on gender equality
The PGA places as much importance on perceptions of staff members and partners as it does on the
facts and figures. This emphasis on perceptions of achievement on gender equality brings to light
successes and disappointments along a continuum of efforts made over the years, and so place
equality gains and gaps in perspective. It is perceptions that are often the difference between
motivated or disheartened champions of gender equality. Therefore a more accurate evaluation may
emerge, for example progress in sex imbalance in staffing may be celebrated but a lack of systematic
gender mainstreaming in substantive areas will temper the sense of overall accomplishment.
When staff members were apprised of the good practices and individual efforts that were tallied
across the units, there was a sense that much work had indeed been undertaken on gender issues
over the years. The PGA itself was a helpful reminder of what had been accomplished and where
improvements could be made. What the Audit Facilitation Team also noted in general was a genuine
desire to do better on gender issues, but at the same time a frustration emerged that somehow it
was never enough.
The prevailing perception in UNESCO is that much has been achieved on gender equality since the
current DG took office, especially on visibility on gender issues externally. Resistance to working on
gender equality issues, as had been assumed in the past, is waning. This is a proud achievement of
Priority Gender Equality. “The barricades can come down now – no one is really opposing gender!”
Rather, systematic capacity building and sharing of specific information and know-how seem to be
the over-arching needs so as to avoid the impression that gender mainstreaming adds considerable
more work to already heavy loads.
46
Annexes
Annex 1: Feedback Session 30 November 2012
A comprehensive PowerPoint presentation was delivered at the Feedback session by the Audit
Facilitation Team, highlighting the main findings, good practices and recommendations in the three
key areas of Structure, Substance and Staffing (3S’s). The electronic version of the presentation was
subsequently distributed by IOS to UNESCO officials who had participated in the PGA.
Summary of points raised during the questions and answers session
The IOS Director elaborated that the PGA is one component of the evaluation of Priority Gender
Equality requested by the UNECSO Board and thanked ILO for its support.
A comment was made that the presentation went into detail on gender mainstreaming but not as
much on gender specific actions; the AFT explained that these would be included in the report.
Queries were made regarding mainstreaming gender into the programming cycle at both ends of
planning and evaluation (BSP and IOS) and it was felt that enough effort was already spent work
plans and reporting. There was uncertainty on how to raise extra budgetary resources to advance
Priority Gender Equality, especially for country level activities. It was noted that gender equality is in
CAP, that a whole team is dedicated to working on gender issues, and that there is room to
elaborate on gender in the programmes of the Sectors as well.
It was pointed out that the role of the Gender Equality Action Plan and its ownership by the Sectors
and the Organization as a whole was seen to be crucial when preparing for the drafting of a new
Action Plan. This was seen as something to be done as a collective responsibility, not just on paper
but in reality.
Regarding mainstreaming gender into research, ERI noted that the ODG/GE drafted the guidance
and also reviewed proposals. ERI commented that the national participation programme was doing
well on gender mainstreaming as proposals were reviewed with a gender lens.
The AFT was requested to highlight the issues surrounding maternity and paternity leave in the
report. Managers had used the lack of funding to cover staff during their leave to pressure staff. On
the other hand, one manager gave an example of have three staff members on maternity and
paternity leave at the same time and having to fundraise to pay for their leave. More work had to be
absorbed by remaining staff as well. Therefore the discontent on both the part of managers and staff
regarding the leaves needed to be recognized and redressed. An HRM representative pointed out
that they were already looking into the matter and exploring funding modalities to replace staff
members on maternity/paternity leave. A question was asked about the reduction of paternity leave
from 8 weeks to 4 weeks; HRD explained this was in keeping with the UN Common System practice.
HRM also clarified that UNESCO subscribes to a crèche from 13:00 to15:00 on Wednesdays.
A general question was raised regarding why it was mostly women making complaints to Ethics
office.
47
Annex 2: List of people interviewed and workshop participants
1
2
Family Name
Abakova
Abu-Hijleh
First Name
Margarita
Khaled
Sector
IOS
SC
Job Title
Intern, Internal Oversight Service
Assistant Programme Specialist - Bioethics Team, SC
Interview
Interview
Workshop - P
Sex
F
M
3
4
Adoua
Alvarez-Laso
Jean-Marie
Pilar
Delegation
SHS
Ambassador, Republic of Congo
Assistant Director General, Office of the Assistant
Director-General for Social and Human Sciences
Interview
Interview
M
F
5
6
Amani
Amounane
Abou
Souad
FO
HRM
Interview
Workshop - G
M
F
7
Asgharzadeh
Atieh
CLT
Workshop - G
F
8
Banda
Julius
SHS
Officer-in-Charge, Nairobi
Senior HR Assistant - Recruitment and Classification
Section
Administrative Assistant - Cultural Heritage Protection
Treaties Section
Chief of Section, Social and Human Sciences Sector
Interview
M
9
10
Bandarin
Bella
Francesco
Nicole
CLT
ED
Interview
Interview
M
F
11
12
Bird
Bista
Lyndsay
Min Bahadur
IIEP
FO
Interview
Interview
F
M
13
Bouquet
Olfa
BFM
Interview
F
14
Brooks
L. Anathea
SC
Interview
F
15
Brunner
Jennifer
HRM
Workshop - G
F
16
17
Callegari
Cerise
Sara
Somali
ODG
OECD
The Assistant Director-General for Culture
Programme Specialist - EFA Global Monitoring Report
Team
IIEP
Chief of Section ED - UNESCO Office in Bangkok and
Regional Bureau for Education
Finance and Administrative Officer, Sector for
External Relations and Public Information
Programme Specialist - Programme Coordination and
Evaluation Unit
Assistant to the Chief of Section - Training and Career
Development Section
Associate Expert - Division for Gender Equality
Gender project Coordinator, OECD
Interview/Workshop - P
Interview
F
F
48
18
Chavatzia
Theophania
ED
Programme Specialist - Programming, Monitoring and
Coordination Unit
Programme Specialist - Section of HIV and Health
Education
Auditor, Internal Oversight Service
Programme Specialist - Programming, Monitoring and
Coordination Unit
Programme Specialist - Programming, Monitoring and
Coordination Unit
Director, Division for Gender Equality
Staff Association - President
Team Leader, Global Environmental Change Team
Interview
F
19
Chetty
Dhianaraj
ED
Interview
M
20
21
Clemitson
Conhye-Soobrayen
Dawn
Jaya
IOS
ED
Interview
Interview
F
F
22
Conhye-Soobrayen
Jaya
ED
Workshop - P
F
23
24
25
Corat
Coulibaly
Crowley
Gulser
Sidiki
John
ODG
AIPU
SHS
Interview
Interview
Interview & phone
interview
Workshop - G
Interview
F
M
M
26
27
Cruz Moreira
De Souich
Flavia
Othilie
SHS
BSP
Secretary - Social and Human Sciences Sector
Programme Planning Officer, Team for Knowledge
and Programme Management Issues and Support
28
Descamps
Mona
ODG
Senior Administrative Assistant, Executive Office of
the Director-General
Programme Specialist - Education for All (EFA) Global
Partnerships Team
Staff Association
Chief os Section - Intangible Cultural Heritage Section
Interview
F
29
Detzel
Sabine
ED
Interview
F
30
31
Diallo
Duvelle
Kadidia
Cecile
AIPU
CLT
Interview
Interview
F
F
32
Falt
Eric
ERI
Interview
M
FO
ERI
ODG
The Assistant Director-General for External Relations
and Public Information
Project Coordinator - Havana Office
Director, Division of Public Information
Programme Specialist, Division for Gender Equality
33
34
35
Fernandez
Ford
Freedman
Leire
Neil
Jane
Interview
Interview
Interview
F
M
F
36
Garcia Calderon
Rosario
UIS
Education Programme Specialist - UNESCO UIS
Interview
F
F
F
49
37
Gavillot
Yann
SC
38
Geurts
Geoffrey
IOS
39
40
Gholam
Gillet
Ghada
Astrid
FO
ED
41
Gobina
Georgette
SC
42
Godonou
Alain
CLT
43
44
45
46
Gonzalez
Granier
Grizzle
Guérin
Lea
Daniel
Alton
Urlike
AIPU
CI
CLT
CLT
47
Hasan
Mary Lynn
BSP
49
50
Hayashikawa
Iglesias-Morel
Maki
Ana
ED
SHS
51
Ilapavuluri
V.Subbarao
ED
52
Karklins
Janis
CI
53
Karliyeva-Mekaouar
Anya
HRM
54
55
56
Keuppens
Khodabux
Lacoeuilhe
Bert
Imteyaz
Vera
IOS
SC
Delegation
Assistant Programme Spesialist - Global Earth
Observations Section
Principal Evaluation Specialist, Internal Oversight
Service
Officer-in-Charge, Cairo Office
Chief os Section, Programming, Monitoring and
Coordination Unit
Secretarial Assistant - Water and Sustainable
Development Section
Director - Division of Thematic Programmes for
Diversity, Development and Dialogue
Staff Association
Consultant, Internal Oversight Service
Chief of Section, Section for Media and Society
Programme Specialist - Cultural Heritage Protection
Treaties Section
Executive Officer - Office of the Assistant DirectorGeneral for Strategic Planning
Chief of section, Section for Basic Education
Senior Secretary - Division of Ethics and Global
Change
Chief of section, Section for Literacy and Non-Formal
Education
The Assistant Director-General for Communication
and Information
Assistant Administrative Officer - Policy and
Compensation Section
Director, Internal Oversight Office
Director, Science Education
Chair AdHoc Preparatory Group at Executive Board Delegation of St.Lucia
Interview
M
Interview
M
Interview
Interview
F
F
Workshop - G
F
Interview
M
Interview
Interview
Interview
Workshop - P
F
M
M
M
Workshop - P
F
Interview
Workshop - G
F
F
Interview
M
Interview
M
Workshop - P
F
Interview
Interview
Interview
M
M
F
50
57
58
Le Saux
Leicht
Jean-Yves
Alexander
BSP
ED
59
Liouliou
Maria
CI
60
61
62
Loli-Pflucker
Madriz Cortez
Majlöf
Marita
Gloria
Anna Maria
CLT
SC
ODG
63
Malpede
Diana
SC
64
Marana
Maider
CLT
65
Minasyan
Anahit
CLT
66
Monthy
Nidza
HRM
67
Morohashi
Jun
ED
68
Moussa-Iye
Ali
CLT
69
Nair-Bedouelle
Shamila
AFR
70
Ngandeu Ngatta
Hugue
BSP
71
Ong
Eunice
BFM
72
73
Patchett
Perottin
Lynne
Gregory
CLT
ODG
74
Piric
Amir ,
IOS
Director, Division for Programme and Budget
Chief of section, Section of Education for Sustainable
Development
Assistant programme specialist, Section for Universal
Access and Preservation
Secretary - Museums Section
Assistant to Team Leader - Bioethics Team
Programme Specialist, Division for Gender Equality
Interview
Interview
M
M
Interview
F
Workshop - G
Workshop - G
Interview
F
F
F
Programme Specialist - Division of Science Policy and
Capacity-Building
Associate Expert - Europe and North America Unit
Interview
F
Interview
F
Programme Specialist, Diversity of Cultural
Expressions Section
Training Officer - Training and Career Development
Section
Programme Specialist- Section of Education for Peace
and Human Rights
Chief of Section - History and Memory for Dialogue
Section
Chief of Unit, Special Programmes and Intersectoral
Coordination Team
Assistant Programme Specialist - Unit for the
Intersectoral Platform on a Culture of Peace and NonViolence
Senior Administrative Assistant - Administration
Manuel
Chief of Executive Office - Culture Sector
Assistant Finance and Administrative Officer,
Executive Office of the Director-General
Head of Evaluation, Internal Oversight Service
Interview
F
Workshop - P
F
Interview
F
Interview
M
Interview
F
Workshop - P
M
Workshop - G
F
Interview
Interview
F
M
Interview
M
51
75
76
Pise
Preckler
Sameer
Myriam
IOS
ED
77
78
79
Proulx
Quinio
Rahman
Jean-Paul
Farice
Sayeeda
ETHICS
ETHICS
ED
80
Ramos
Guadalupe
HRM
81
82
Rao
Rathner
Kishore
Martina
CLT
IOS
83
Rondon Fuentes
Krishanthi
CI
84
Rossler
Mechtild
CLT
85
86
Ruotsalainen
Ruprecht
Mikko
Lydia
IOS
ED
87
Saad Zoi
Souria
SHS
88
Saito
Julie
ED
89
90
Saito
Salinas
Mioko
Aurore
IIEP
BSP
91
92
93
Santoro
Schischlik
Sediakina
Francesca
Alexander
Ekaterina
SC
SHS
IOS
94
Sigamoney
Rovani
SC
Principal Auditor, Internal Oversight Service
Intern - Section for Technical and Vocational
Education and Training
Ethics Advisor
Ethics Officer
Programme Specialist - Section for Literacy and NonFormal Education
Senior Recruitement and Staffing Officer Recruitment and Classification Section
Director - UNESCO World Heritage Centre
Principal Evaluation Specialist, Internal Oversight
Service
Chief of Section, Communication and Information
Sector
Chief of section, Policy and Statutory Meetings
Section
Investigator a.i., Internal Oversight Service
Chief of Unit a.i. - Knowledge Management Services
Interview
Workshop - P
M
F
Interview
Interview
Interview
M
M
F
Workshop - P
F
Interview
Interview
M
F
Interview
F
Interview
F
Interview
Workshop - P
M
F
Programme Specialist - Youth-Led Social Innovation
Team
Programme Specialist - Section of Education for
Sustainable Development
IIEP
Assistant - Division for Programme and Budget, BSP
Workshop - P
F
Workshop - P
F
Interview
Workshop - G
F
F
Programme Specialist - Tsunami Unit
Chief of section, Anti-Doping and Sport Team
Associate Evaluation Specialist, Internal Oversight
Service
Assistant programme Specialist - UNESCO Engineering
Initiative
Interview
Interview
Workshop - P
F
M
F
Interview
F
52
95
Ssereo
Florence
ED
Interview
F
Delegation
ED
HRM
Programme Specialist - Section for Teacher
Development and Education Policies
Ambassador, UK
The Assistant Director-General for Education
Director - Bureau of Human Resources Management
96
97
98
Sudders
Tang
Thompson-Flores
Matthiew
Qian
Ana Luiza
Interview
Interview
Interview
M
M
F
99
Tolstyko-Wang
Anna
IOS
Junior Office Assistant, Internal Oversight Service
Interview/Workshop - G
F
100 Torggler
Barbara
IOS
Interview
F
101
102
103
104
Jozef
Nathalie
Vincent
Julia
IOS
CLT
STU
ED
Interview
Workshop - G
Interview
Interview
M
F
M
F
105 Villegas
106 Wanjiru
107 Wozencroft
Tatiana
Lucy
Nutan
FO
UNDP
BFM
Interview
Interview
Interview
F
F
F
108 Zandaryaa
Sarantuyaa
SC
Principal Evaluation Specialist, Internal Oversight
Service
Evaluation Specialist, Internal Oversight Service
Administrative Assistant - Special Projects Unit
Staff Association
Associate Expert - Section of Education for
Sustainable Development
Culture Specialist - Havana Office
Programme Specialist Gender and Environment
Chief Financial Officer, Bureau of Financial
Management
Programme Specialist - Urban Water Systems Section
Interview
F
109 Ziadah
Mohamed
CLT
Workshop - P
M
110 Mehotra
Aparna
Programme Specialist - History and Memory for
Dialogue Section
UNWomen UNW contact person
Phone interview
F
111
112
113
114
115
Lucie
Brona
Alla
Anna
Alvaro
HRM
HRM
Moscow
Amman
Delegation
Phone interview
Phone interview
Phone interview
Phone interview
Phone interview
F
F
F
F
M
Vaessen
Valanchon
Vaurette
Viehöfer
Guegen
Fleming
Ampar
Paolini
Jara
Asst. Legal Officer
Executive Assistant
SHS Officer & GFP
Head of Office & GFP
Dep Permanent Delegate Chile
53
Annex 3: List of documents reviewed
Categories
Evaluation/References evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Title
FAO Executive Summary (for ref)
UNEG Handbook on human rights and gender equality in evaluations (for ref)
185 EX/18 IEE Add – Full evaluation report
185 EX/18 IEE Synthesis
Evaluation priority Africa
IFCD Final evaluation report
TOR Evaluation of UNESCO Priority Gender Equality
Guidance note on the evaluation of UNESCO’s extrabudgetary activities
Template Final Narrative Report
Independent external evaluation of the Global Initiative for Quality Assurance Capacity (GIGAC),
Phase 1, Final Report – Volumes I & II (World Bank and UNESCO)
Year
Feb 2011
March2011
Aug 2010
Aug 2010
Sept 2012
Sept 2012
Mar 2012
nd
nd
2012
Executive Board I
Executive Board I
Report by the DG on the execution of the programme adopted by the general conference –180 EX/4
Report by the DG on the implementation of the P&B (33 C/5) and on results achieved in the previous
biennium (2006-2007) (draft 35 C/3) 179 EX/4 Rev.
Report by the DG on the execution of the programme adopted by the general conference – 181
EX/4
Report by the DG on the execution of the programme adopted by the general conference – 182 EX/4
Sept 2008
March2008
Report by UNESCO actions promoting women’s empowerment and gender equality Annex A B to 35
C/INF.21
Report by the DG on the Implementation of the P&B (34 C/5) and on results achieved in the previous
biennium (2008-2009) (Draft 36 C/3) 184 EX/4 - 184 EX/4
Report by the DG on the implementation of the programme adopted by the general conference –
185 EX/4
Report by the DG on the implementation of the programme adopted by the general conference 186
EX/4
Report by the DG on the implementation of the programme adopted by the general conference 187
EX/4
2009
Executive Board I
Executive Board II
Executive Board
Executive Board II
Executive Board II
Executive Board III
Executive Board III
March 2009
Aug 2009
March 2009
Aug 2010
April 2011
Aug 2011
54
Executive Board III
Executive Board IV
Executive Board IV
Executive Board IV
Report by the DG on the Implementation of the P&B and on results achieved in the previous
biennium (2010-2011 – 35 C/5)(Draft 37 C/3) 189 EX/4
190 EX/4 Part 1 - Annex Report:Sister 36 C/5 – Monitoring of programme implementation for regular
programme and extra-budgetary resources as at 30/06/2012
190 EX/4 Part I - Report by the DG on the implementation of the programme adopted by the general
conference
Report by the DG on the Implementation of the P&B and on results achieved in the previous
biennium (2010-2011 – 35 C/6) Draft 37 C/3) 181 EX/4
Feb2012
2012
Sept 2012
Feb2012
General Conference
General Conference
General Conference 2009 GE
Post 2015 GE challenges
Sept 2011
Governance/DG & Ivory Notes
Governance/ DG & Ivory Notes
Governance/ DG & Ivory Notes
Governance/ DG & Ivory Notes
Governance
Governance
DG Note: strengthening gender focal point network
DG Note: Capacity Development and Training for Priority Gender Equality
DG Note: Director of division for gender equality
DG Note: Transfer of GE Division to the office of the DG
GE Action Plan 181 EX4, part I, add 2
Medium Term Strategy 2008-2013
March 2011
March 2011
May2011
April 2010
March 2009
2008
P&B
P&B
P&B
P&B
P&B
Approved P&B 2006-2007
Approved P&B 2004-2005
Approved P&B 2008-2009
Approved P&B 2010-2011
Draft P&B (Resolutions) 2012-13
2006
2003
2008
2010
2011
ODG/GE
ODG/GE
ODG/GE
ODG/GE
ODG/GE
ODG/GE
Draft 37 C/4 - Preliminary Thoughts on Priority Gender Equality
Draft 37 C/5 – ODG-GE Contribution
Discussion Paper: Gender Equality and sustainable development
Guidelines on gender-neutral language
Post 2015 GE challenges
Priority Gender Equality Action Plan 2008-2013
July 2012
July 2012
1999
March 2012
55
ODG/GE
2009
Oct 2009
Feb 2010
ODG/GE
ODG/GE
ODG/GE
ODG/GE
ODG/GE
DG Report on women’s empowerment and GE
REPORT BY THE DIRECTOR-GENERAL's TASK FORCE ON PRIORITY GENDER EQUALITY
TASK FORCE III - Delivering the UNESCO Priority for Gender Equality: Increasing impact, effectiveness
and visibility
Preliminary Assessment of 2006-2007 Workplans for Gender Mainstreaming
Priority Gender Equality Preliminary Assessment of 2008-2009 Workplans
Memo: Preliminary analysis of 35 C/5 Workplans for Priority Gender Equality
Memo to DG from ADG/BSP: Analysis of 35 C5 Workplans
Gender and Climate Forum
Gender Equality: The Missing Link? Rethinking the Internationally Agreed Development Goals
beyond 2015
The Implications of HIV and AIDS on Women’s Unpaid Labour Burden
Globalization and Women Vulnerabilities to HIV and AIDS
Gender, Conflict and Peace-building: On the Margins of Development
Preliminary Analysis of 36 C/5 Workplans for Priority Gender Equality
UNESCO Message: International Day for the Elimination of violence Against Women
HRM
HRM
HRM
HRM
HRM
HRM
UNESCO HR Manual
186 EX/6 Part X on GE in the secretariat
187 EX/6 Part IX and X on gender and HR
190 EX/5 Part IV on HR issues
UNESCO Organigram
Organigrams from all Sectors
May 2012
Apr 2011
Aug2011
Sept 2012
Oct 2012
Oct 2012
Ethics Office
Ethics Office Annual Report
Ethics Office
Ethics Office Annual Report
Oct 2009- Dec
2010
2011
ERI
ERI
The UNESCO Courier
The UNESCO Courier: Women conquering new expanses of freedom
ERI
The UNESCO Courier: Rebirth for Haiti
Supplied by ODG/GE
ODG/GE
ODG/GE
ODG/GE
ODG/GE
ODG/GE
ODG/GE
2005
2007
2009
2009
2009
2010
2010
2010
2011
2012
25.11.12
2011
April-June
2011
2010
56
ERI
ERI
ERI
ERI
ERI
ERI
SHS
SHS
SHS
SHS
SHS
SHS
CI
CI
CI
CI
CI
CI
CI
UNESCO Promotional Brochure
Speaking for the voiceless: Five women in action
(special issue of the Courier)
Partnership Programme Proposal Form
The Publication Submission Proposal Form
Gender Mainstreaming Guidelines for research authors
Priority Gender Equality Check-list for publications
2011
March 2011
Female Migration Outcomes: Human Rights Perspective
The World Social Science Report: Knowledge Divides
Manuel d’Apprentissage de la Démocratie pour le Jeunes en Tunisie
Diversities Journal (on-line: Volume 14 (No. 1) The Invisibility of Family in Studies of Skilled Migration
and Brain Drain
Diversities Journal (on-line (Volume 13, No. 1,) “Female Migration Outcomes: Human Rights
Perspectives”
Women's Philosopher Journal: Squaring the circle
2011
2010
2011
2012
Getting the Balance Right: Gender equality in Journalism (also French)
Media Development Indicators: a framework for assessing media development
Integration de l'approche "genre" dans la formation au journalisme des pays du Maghreb.
Adaptation de la version francophone des Modeles de cursus de l'UNESCO pour la formation au
journalisme
UN Plan of Action on the Safety of Journalists and the Issue of Impunity
Gender Lens for Review of CI Work plans and Related Programmatic Actions including EXB projects
Activity: Strengthening gender equality in media (SISTER – 35 C/5 Substance Report)
Femmes et Médias au Maghreb
Gender-Sensitive Indicators for Media: Framework of Indicators to Gauge Gender Sensitivity in
Media Operations and Content
2009
2008
2012
nd
nd
nd
nd
2011
2011
nd
2011
at 14.11.12
Rabat, 2011
2012
57
NS
NS
NS
UN World Water Development Report: Managing Water under Uncertainty and Risk
Gender indicators in Science, Engineering and Technology: An information Toolkit
Gender equality and Intergovernmental Oceanographic Commission (IOC) activities: Powerpoint (F.
Santoro)
2012
2007
Feb 2012
ED
ED
World Atlas of Gender Equality in Education
From Gender Studies to Gender IN Studies, UNESCO-CEPES
ED
ED
ED
ED
ED
ED
ED
Gender and social exclusion
Depicting Diversities, UNESCO and Max Planck Institute (Germany)
Gender Issues in Higher Education
Removing Gender Barriers to Literacy for Women and Girls in Asia and the Pacific
Gender Issues in Counselling and Guidance in Post-Primary Education
Gender responsive budgeting in education
Reorienting Teacher Education to Address Sustainable Development: Guidelines and Tools. Gender
Sensitizing
Gender based violence: A study of three universities in Afghanistan (Gender Studies Institute, Kabul
University, UNDP and UNESCO,
Guidelines for Mainstreaming Gender in Literacy Materials
2012
Bucharest,
2011
2010
2010
Bangkok, 2010
Bangkok, 2012
Bangkok, 2009
Bangkok, 2010
Bangkok, 2010
ED
ED
ED
ED
ED
ED
ED
ED
ED
UNESCO’s Short guide to THE Essential Characteristics of Effective HIV Prevention
Human Rights Protections for Sexual Minorities in Insular Southeast Asia: Issues and Implications for
Effective HIV Prevention
IIEP Brief for Planners. HIV and AIDS: Challenges and Approaches within the Education Sector
Measuring Gender Equality in Education: A Micro Study of Learning Environment at Home and
School Through the Perspective of Gender Equality
Promoting Gender Equality in Education. Gender in Education Network in Asia-Pacific (GENIA)
Toolkit
“The Fourth Wave: An Assault on Women” Gender, Culture and HIV/AIDS in the 21st Century. How
and why is the response to the HIV epidemic failing women?
Women and the Teaching Profession Exploring the Feminisation Debate Commonwealth Secretariat
and UNESCO
2010
Islamabad,
Pakistan, 2010
2010
Bangkok, 2011
2008
Kathmandu,
2008
Bangkok, 2009
2008
2011
58
ED
ED
ED
ED
ED
ED
ED
ED
EFA Global Monitoring Report: Youth and Skills, Putting Education to Work
Empowering Girls and Women through Physical Education and Sport
Gender-Responsive Life Skills-Based Education
Strong Foundations for Gender Equality in Early Childhood Care and Education
Role of Men and Boys in Promoting Gender Equality
Guidelines for Mainstreaming Gender in Literacy Materials
2012 “Stories behind gender differences in student achievement
Gender equality in educational leadership and management (Argentina, Kenya and Vietnam)
2012
Bangkok 2012
Bangkok2008
Bangkok2007
Bangkok 2004
Islamabad
2012
2011
Global Partnership for girls’ and
women’s education
Global Partnership for girls’ and
women’s education
Global Partnership for girls’ and
women’s education
Global Partnership for girls’ and
women’s education
Global Partnership for girls’ and
women’s education
Global Partnership for girls’ and
women’s education
Fact sheet on Ethiopia – final layout
2012
Global partnership for girls and women’s education - Concept Note
Fact sheet on Kenya – final layout
2012
Fact sheet on Lesotho – final layout
2012
Fact sheet on Senegal – final layout
2012
Fact sheet on Tanzania – final layout
2012
59
Annex 4: Record of workshop exercises
Hofstede’s Onion:
Layer 1: Symbols & Artefacts
Symbols of the organization mostly cited were the UNESCO logo, the UNESCO staff and the world
patrimony.
UNESCO logo iii
Functionaries ii
World patrimony ii
World
Symbolic Globe
Field
Melting pot
Globe
United nations
UN
Experts
DG Woman
International
Sharing platform
Cultural dialogue
Education
Science
Paris
Multilinguism
Peace ii
Culture
Mir’o
Uniting human beings
Heritage
Values
Patrimony
Derive
Privilege
Organization
Reorganization
My second home
Layer 2: Champions, Leaders, Heroes & Heroines
Most cited champions were Stéphane Hessel, Federico Mayor, Martin Luther King, Gandhi and
Malala. These heroes are predominantly males. Interestingly two former DG were cited but not the
current female DG.
Stéphane Hessel ii
Federico Mayor ii
Luther King ii
Gandhi ii
Malala ii
Dalaï Lama
Mandela
Koffi Anan
Nelson Mandela
Muhamad Yanus
God
René Maheu
Marie Sklodouska Curie
M’Bow
Rene Zapata
Claudia Maresia
My mother
G staff
The man who walks,
Giacometti
Layer 3: Rituals
The most typical ritual was the staff day. Participants to the workshop explained it to be a day when
everyone is equal. The felt very attached to the ritual. The staff party and the staff meetings were
also cited as ritual of the organization.
Staff Day iiiii
Staff party ii
Staff meetings ii
Children Christmas Party
Departure drinks
Rio +
Coffee cigarette in the
morning
Birthdays
UNES’GO
Information Meetings
Philosophy Day
Conferences
General Conference
Life around the GC
UNESCO publications pouch
abroad (DHL)
Work medal
End of year drinks with
tombola
Layer 4: Values
The values most associated to the organization were respect and tolerance. These are very positive
values. These values were balanced by some negative values such as narcism, ‘piston’, egoism,
egocentrism among others.
60
Respect iii
Tolerance iii
Ethics
Idealism
Diversity
Narcism
Ambition
Piston
Hierarchy
Dévouement
Multiculturalism
Multicultural
Cultural mixity
Cultural diversity
Freedom
Anticipation
Commitment
Egoism
Egocentricity
Realism
Work
Competency
Arrogance
Pressure
Honesty
Build peace in the mind of
people
SWOT Analysis:
The participants were split into three groups. Findings of the group work are compiled in the SWOT
matrix below:










Strengths
Gender equality is a global priority in United
Nations Educational, Scientific and Cultural
Organization some good examples of
gender-specific programmes across sectors
and gender-mainstreamed ones
Good publications/guidelines/tools
Sharing of information through focal point
network
Priority gender equality: mainstreaming of
gender equality in the C/4 and C/5
(programming/policy level)
Gender focal points within programme
sectors
The existence of specific indicators for
measuring gender equality
HR policies in place (e.g. family friendly
measures)
Recruitment policies (e.g. gender balance)
Training of female managers
Female DG and 50% ADGs


















Weaknesses
Priority gender equality lacks resources and
capacity to be implemented
Training of knowledge on existence and
usefulness of tools
Need for more tools to support mainstreaming
(to do it)
Perception that gender is an ‘add-on’ (gender
lens and burden)
No trickle-down effect on what the priority
really means and also on our interpersonal
relations and oragnizational culture
Gender mainstreaming limited to ticking a box
in SISTER and adding ‘girls and women’ in
workplans
Gender equality not applicable to all
programmes and activities
Political/social constraints (negotiation with
local stakeholders)
Visibility both internal and external
The impossibility for ODG/GE to oversee and
provide appropriate comments in all activities
Gender equality sometimes used as cosmetic
element in project activities
Short listing in recruitment not always reflects
gender equality
Insensitivity of managers
Lack of communication
Collaboration on gender equality does not go
beyond sharing of information
Colleagues don’t know the responsibilities of
gender focal point, other colleagues to be
integrated
Gender focal points are not held accountable
Training is not sufficient
61









Opportunities
Make better use of existing tools (SISTER:
space for how gender is mainstreamed)
More specific focus on training needed
especially on how to mainstream gender
Improve cooperation with other UN
agencies working on gender equality
(UNHCR)
More participatory process defining gender
equality priorities and ER within the
organization
Improving the reporting process
To encourage more women to apply to
UNESCO vacancies
Advocate to members
New C4/C5 to improve
Focal point network could be useful for
learning and cooperation








Threats
In-house resistance, lack of understanding
Refusal to admit lack of how-to
Incomprehension of gender concepts
Social transformations
Conflicts
Poor reporting process
Current UNESCO budget constraints
Other staff don’t feel responsible for gender
issues
Ideal Organisation:
Participants were split in two sub-groups to reflect on the current practice of the organization on
gender equality and to define what the ideal organization would do to improve gender
mainstreaming. Below are the results of these two groups:
Current
 Organizational culture:
insensitivity and unreceptivity of managers
 Gender Champions: DG,
ODG/GENDER
 Affirmative actions
(discourse and policy
level)
Ideal
 Gender parity among all staff
 Equal opportunity
 Gender mainstreaming is a reality in all programmes
 Cutting edge thinking and practices in gender and UNESCO fields
of competence
 Intellectual leadership in gender and our fields
 Better visibility in all fields related to gender equality
 Increased inter-sectoriality in gender specific programming
 Learning organization in gender: lateral cooperation
 Better understanding of gender issues
 More and better adapted training
 Better use of existing expertise on gender equality through HQ
and field offices. Expertise to be valued and shared
 Training: sectoral expertise, induction, field expertise, tools and
guidelines
 Monitoring and evaluation
 Need to prioritize: better focus in programming
62
Current
 Staff don’t have an understanding of gender
 We have policies for example on
harassment
 Acceptance on gender issue
 Gender parity at ADG level
 Lots of information sharing
 Gender problems in consultants contracts
and geographical mobility
Ideal
 All staff know concepts and how to apply them
 Must ensure that policies are applied and
supported
 Staff feel safe to report cases of harassment
 Proactive facilitation of gender equality in work
place and programmes
 Gender parity at all levels
 Meaningful information sharing across sectors
63
Annex 5: Pictures of the workshops
UNESCO PGA WORKSHOPS 26-27 NOVEMBER 2012
SAMPLES FLIP-CHARTS
HOFSTEDE’S ONION:
64
CONCEPTS AND DEFINITIONS
65
CONCEPTS AND DEFINITIONS
66
CONCEPTS AND DEFINITIONS
67
SWOT ANALYSIS
SWOT ANALYSIS
68
SWOT ANALYSIS
69
IDEAL ORGANIZATION
70
IDEAL ORGANIZATION
71