EXAMPLES OF GOOD PRACTICE
IN TRAINING –
HIGHLIGHTS AND PITFALLS
A HANDBOOK FROM THE PROJECT:
GECEL - CIVIC EDUCATION AND LEARNING FOR GENDER MAINSTREAMING
IMPRESSUM
ROSKILDE/ BONN 2005
© GECEL – CIVIC EDUCATION AND LEARNING FOR GENDER MAINSTREAMING
EDITORS: KAREN SJØRUP AND CORNELIA SCHMITZ
EDITORIAL DEADLINE: AUGUST 30, 2005
THE CONTENTS OF THIS PUBLICATION DO NOT REPRESENT THE OPINIONS OF THE GECEL-TEAM AS A WHOLE.
EACH MEMBER OF THE TEAM ACCOUNTS FOR THE CONTENTS OF HER WRITINGS IN THIS HANDBOOK.
LECTORATE: JEAN-LUC MALVACHE, BOCHUM, GERMANY
LAYOUT AND TYPE SETTING: WIENOLD DESIGN, BIELEFELD, GERMANY
SUPPORTED BY:
Education and Culture
Socrates
Grundtvig
3
TABLE OF CONTENTS
EUROPEAN FOREWORD
CHAPTER 1 WHICH ARE THE TASKS AND OBLIGATIONS OF THIS PROJECT?
GLOSSARY OF TERMS - INTRODUCTION
GLOSSARY OF TERMS
CHAPTER 2 WHAT IS GENDER MAINSTREAMING?
5
8
9
12
18
HISTORICAL BACKGROUND
20
THEORETICAL BACKGROUND
23
CHAPTER 3 GENDER MAINSTREAMING AND GENDER EQUALITY POLICIES
IN THE PARTNER COUNTRIES
24
ESTONIA
24
DENMARK
25
GREECE
27
GERMANY
29
ICELAND
31
CHAPTER 4 DIFFERENT APPROACHES IN TRAINING
FOR GENDER MAINSTREAMING
33
TRAINING APPROACHES FROM THE DANISH NATIONAL RESEARCH
AND
DOCUMENTATION CENTRE ON GENDER
34
DIDACTICAL AND METHODOLOGICAL APPROACH IN TRAINING
GENDER MAINSTREAMING / GENDER WORKSHOP
36
DIFFERENT LEARNING ARRANGEMENTS TO SUPPORT CHANGE FOR
GENDER MAINSTREAMING IMPLEMENTATION
CHAPTER 5 REPORTS ON GECEL GENDER TRAININGS / GENDER WORKSHOPS
4
40
46
ICELAND
46
ESTONIA
53
GERMANY
57
GREECE
66
CHAPTER 6 CONCLUSION AND RECOMMENDATIONS
71
APPENDIX 1 RESULTS OF THE GECEL EVALUATION
75
APPENDIX 2 GECEL - WHO IS WHO
80
FOREWORD
CORNELIA SCHMITZ
EUROPEAN FOREWORD
So the partners were very diverse, came from different backgrounds – from the communal and na-
DEAR READERS,
What you have in your hands now, is the result of
over three years of European project work within
SOCRATES, the European programme for education. The basis for the manual at hand was laid
tional level, from research or from NGOs - they
came from EU-member states, from accession
countries and from a country that is associated to
the EU, but for which the European treaties are
not binding – Iceland.
with a Grundtvig 2-Learning Partnership, starting
In 2003 these partners started off in cooperation
in 2002 and running under Socrates. Results of
with the overall aim to „implement the European
that were used and processed in a further coopera-
strategy of gender mainstreaming in the educatio-
tion project in Action Grundtvig 1, under the title
nal sector, mainly in civic/citizenship education“.
„GEcel – Civic Education and Learning for Gen-
Here individual as well as organisational learning
der Mainstreaming gender mainstreaming Educa-
processes were to be supported and promoted.
tion“, that had started in 2003.
The goal was to produce a handbook, which was
The composition of the partnership - organisati-
to contain „the educational modules developed
ons and their representatives – has stayed roughly
and tested for multipliers of civic/political educati-
the same in both projects, except from the Mal-
on, published in six European languages“: Danish,
tese and the Austrian partner, Renee Laiviera,
Estonian, German, Greek, Icelandic and English.
formerly social Ministry of Malta and Christiana
This goal was to be reached by collecting „the
Weidel, World of NGOs, Vienna, who could not
experiences referring to gender mainstreaming
take part in the Grundtvig 1-project. The partners
implementation in the participating countries, to
were the following:
compare and analyse them and to develop stan-
• From Denmark: the Danish Research Centre
dards of quality for them. The concepts developed
at Roskilde University with Karen Sjørup and
this way should be adaptable to the needs in every
Peter Ussing,
single participating country“.
• From Estonia: the Women‘s Training Centre
with Riina Kytt,
• From Greece: the Research Centre for Gender
Equality with Fotini Sianou, Fotini Bellou and
Vicky Germotsi,
• From Iceland: The City of Reykjavik, Iceland,
with Hildur Jónsdóttir,
• From Germany: the Research Institute for
Labour, Education and Participation (FIAB),
Ruhr-University, with Karin Derichs-Kunstmann,
• Strategie 21 e.V. with Heidemarie Wünsche-Piétzka,
• And the Federal Agency for Civic Education
(bpb) with Petra Grüne and Cornelia Schmitz
as coordinator.
On the grounds that
• There is currently no real common understanding of gender mainstreaming either nationally
or at European level, in theory or in practice,
• There is insufficient differentiation vis-à-vis
policies designed to promote women up to gender mainstreaming viewed as managing diversity,
• The starting preconditions for implementing
gender mainstreaming differ greatly between
the respective states,
• We have insufficient experience of successfully
designing the necessary educational processes
as yet, whether on national or on trans-national, European level,
• Finally the common understanding and sharp
5
FOREWORD
MEMBERS OF THE PROJECT GROUP DURING THE LAST PROJET MEETING IN BERLIN, GERMANY, APRIL 2005
definition of terms and terminologies is so
nal sector, especially in civic/citizenship educa-
difficult to draw given the above named diffe-
tion.
rences and varieties, the project was committed
to the global concept of gender mainstreaming:
to its promotion, its further development, its
broadening, deepening and to the creation of
synergies on the European level.
concept is itself a work in progress and its implementation a process under construction, so was
our project work – especially because we, the partners, had different levels of knowledge, different
How did we reach our goal, the production of a
ways of learning and had different legal frame-
manual? This process had several steps:
works at home.
• The collection and review of various training-
During four project meetings and the work done
of-trainers and educational modules from the
in-between within the two years of the project
respective partner countries, that had been al-
running time, the team had to reroute several ti-
ready used by the participating experts during
mes, because its ambitions did not quite live to re-
their work;
ality. “Reality” here means that the processes and
• The identification of the specific target groups,
dynamics, which emerged from working in a lar-
the partners in the so called testing countries
ger, transnational group, with partners from quite
(Estonia, Germany, Greece and Iceland) wan-
different professional and cultural backgrounds,
ted to address and the differing needs of these
working at long stretches of time decentralised,
groups;
could not be anticipated before completely. So at
• The selection of specific modules from the col-
points it turned out that we needed much more
lection due to the specific target groups‘ needs;
time for the common and mutual learning process,
• The preparation of trainers, of the employees
for our common work as well as for the fruitful
of the organising partner institutions, as well as
the preparation of the participants for the training;
• The organisation, realisation and evaluation of
the training sessions;
• Drawing conclusions, making the results utilisable for a European audience in the educatio-
6
However as gender mainstreaming as a political
discussions to reach a common understanding.
So apart from continuously mailing, phoning and
using the internet platform, that had been created for the internal communication of the project
partners only, the group meetings organized to
work for three days intensively together,/ turned
out to be vitally important.
FOREWORD
Still the overall aim and the goal of the GEcel-pro-
respective fields of work. Please help yourself fre-
ject have not been changed. So herewith you are
ely to more copies of this manual from the Inter-
presented with a compilation of models and mo-
net.
dules of good practice from the field of civic education and learning for the implementation of gender mainstreaming. You will get information about
the test seminars/ workshops carried through in
Iceland, Estonia, Greece and Germany including
didactical and methodological approaches, frameworks, preparation, schedules and many more.
Obstacles, pitfalls, resistances and other problems
occurring are also dealt with.
To give you an impression of the background
against which we have been working in this European project, a country report on the state of
the arts concerning gender mainstreaming and its
implementation from each participating country
is included as well as a short general introduction the history and theory of the concept gender
mainstreaming.
You will find this printed version as well as the
other language versions for “printing on demand”
And as this is a work in progress which shall not
come to a complete end after project-time has
run out, we would also be very happy, if, when you
make use of this manual, you could send us an email giving feedback/ ideas/ suggestions for better
solutions/ etc. in order to make our and your work
more sustainable and in order to create more European networking.
CREDITS
Without the Socrates Programme of the European
Commission of course the GEcel-project would
not have been possible. Our special thanks for all
time support and help go to the Technical Assistance Office in Brussels, to Heidi Ulrich and her
colleagues.
Thanks to all the participants of the testing seminars/ workshops/ training within the GEcel-project in Iceland, Estonia, Greece and Germany.
on the Internet under www.bpb.de/gender ➔ GE-
To the organisers and employees of the respective
cel, together with more information on the project
partner organisations: Thank you very much for
and the partners. The respective language version
carrying through our project along with your own
will also be found on the Internet on the respec-
work and for being a part of it.
tive websites of the partners (please see “Who is
Who”).
Finally we would like to thank the respective
translators who made the English original under-
Being at the end – for the time being - of over
standable in Danish, Estonian, German, Greek
three years of working together transnationally,
and Icelandic.
having visited each other and the respective partner organisations, exchanging material, transferring knowledge, building networks and synergies,
creating spin offs, we also became friends having
a mutual understanding, respect and appreciation
that go beyond professional matters. Each of us
personally gained a lot of “European added value”
from the project work. Or, as one of us put it: “Europe has got a face.”
THE GECEL-PROJECT TEAM:
Fotini Bellou
Karin Derichs-Kunstmann
Vicky Germotsi
Petra Grüne
Hildur Jónsdóttir
Riina Kytt
Cornelia Schmitz
Fotini Sianou
We as the project-team sincerely hope that this
Karen Sjørup
compilation can be of use to those of you, who are
Peter Ussing
going to implement gender mainstreaming in their
Heidemarie Wünsche-Piétzka
7
CHAPTER 1
WHICH ARE THE TASKS
AND OBLIGATIONS OF THIS PROJECT?
KAREN SJØRUP
This handbook represents the results of the mutual learning process of a number of European partners from all corners of Europe. The partners for
some years engaged in a dialogue and a learning
process of developing training curricula in gender
mainstreaming. Some of the partners have been
engaged in both training and implementing gen-
was primarily forwarded and fought by female ‘fiery souls’, who were personally conscious of and engaged in this case. The gender mainstreaming strategy is much more ambitious than that. It implies
that all decision makers and administrators in the
public sector know, acknowledge and work intensively with implementing the strategy.
der mainstreaming processes in their own country
The mission of this handbook is to provide tools
as well as in other countries, while other partners
for the actors to move a bit further on this diffi-
have been either trainers or trainees in the test
cult road of gender affairs and to disseminate both
training courses organized within the project in
the successful and the less successful experiences
Germany, Iceland, Estonia and Greece.
of the gender mainstreaming strategy in a Euro-
The gender mainstreaming strategy has spread as
an overall universal gender equality strategy for
the last two decades. It was established by the
Amsterdam treaty as the constitution for gender
equality action in the European Union. Neverthe-
pean context. It is particularly concerned with disseminating the strategy into the new countries in
the enlarged EU and also to learn from the strategies in more advanced countries in the respect of
gender equality.
less it might often appear to be more of a rheto-
Through the mutual learning process of the co-
rical strategy than a practical one. In practice the
operating partners behind this handbook we lear-
strategy has shown to face both forgetfulness and
ned that the focus on the promotion of gender
silent resistance from both high and low level in all
equality differs from country to country. The Scan-
the countries represented in this work.
dinavian countries already reached a high level in
It is an overall and demanding strategy that implies
that policy makers in a very broad scale acknowledge the importance of the strategy and take on
the obligation of carrying it through. Even when it
has been adopted in the national laws, the fate of
this strategy still seems to be that of having at the
best a very slow implementation. This is probably
the result of forgetfulness and silent resistance and
of a lack of proper understanding of the subject
itself. As a theoretical and abstract concept, gender mainstreaming is much less easy to understand
than the previous strategy of ‘women’s lib’.
This means that an extra effort must be done to
educate decision makers and administrative personnel in understanding and working with gender
8
mainstreaming. Until recently the women’s case
the process, whereas the Mediterranean countries
still need strong efforts to catch up. The East European countries go a different way, coming from
a socialist strategy of equality that was more to be
described as uniformity to a strategy of equality
merged with the ideal of diversity. This means that
gender mainstreaming in some countries is still an
awareness raising strategy, while in other countries
the strategy is a matter of understanding gender
equality as part of a new framework and deals with
the difficult task of implementing it into all planning and policy making.
However all countries face the situation of forgetfulness and silent resistance to the strategy which
is merely marked by a lack of action rather than
CHAPTER 1
by active counter argumentation. It still remains
not need the constant attention of dedicated gen-
a difficult task to transform gender equality from
der equality experts anymore.
being a subject for short terms projects or experiments to become an issue for everyday efforts,
which is not questioned over and over and does
In this context, training is an important instrument to make this transformation efficient.
PARTICIPANTS IN THE PLENARY SESSION OF A GENDER TRAINING
GLOSSARY OF TERMS - INTRODUCTION
HEIDEMARIE WÜNSCHE-PIÈTZKA & KAREN SJØRUP
based on a theoretical basis that is not necessarily known to all agents. Thereby they are often
confused. Generally the gender mainstreaming
The gender mainstreaming approach itself and 20
approach is based on the theory that gender is a
years of global professionalisation of gender equa-
social construction founded on language, actions
lity policies and practices have made the subject
and the structures of society, and that the biologi-
and its aims less accessible for newcomers and less
cal sex is generally used as an explanation to struc-
ideologically oriented persons.
tures that are not biologically founded.
New concepts and theories have been developed
Ideas like ‘Men are from Mars, Women are from
along with the development in gender studies and
Venus1 are often communicated into the field,
gender equality policies. These new concepts are
emphasising essential differences between women
1
John Grey: Men are from Mars and Women are from Venus. New York: HarperCollins, 1993.
9
CHAPTER 1
and men, and not realising that gender equality
country. In Sweden though gender was successful-
work rests upon the idea that women and men
ly translated into “genus”, a word referring to the
have quite similar potentials, similar aspirations in
grammatical categories of “masculine”, “feminine”
life and similar values. It also rests upon the social
and “neuter”.
constructivist idea that gender is socially constructed, that it is not based on natural, essential roles
ascribed for women and men.
minology of gender mainstreaming. This is the reason, why we decided to develop this glossary. In
Motherhood does not mean that women have a
this chapter we present the different English con-
special task to nurse and nurture all their life, and
cepts, as they could be translated into German,
that fatherhood does not mean that men should be
Icelandic, Estonian, Greek and Danish language.
the providers in charge of the family The overall
This has been a complicated task, as most of the
idea is democratic: That women and men should
languages have not developed words to represent
be allowed similar access to resources and similar
the concepts that were mostly formulated in Eng-
space to explore the world and develop themselves
lish. In some cases specific concepts and terms
as individuals and as professionals.
developed in one country could not be translated
Even then the ideas of Mars and Venus are profoundly challenging gender equality practices. The
conceptions of gender as nature are both founded
into other languages, as it has not yet been agreed
on them in either scientific or popular language in
the respective country.
in everyday life practice and the power structure
The introduction of gender mainstreaming means
of society. Sex is associated with women and with
that we are often faced with confusion of termi-
their less powerful position in society, in which th-
nology, which makes our understanding, and ulti-
ey are looked upon as ‘the other’. As Simone de
mately also the design and implementation of this
Beauvoir stated already in 1949, Man is regarded
policy strategy, more difficult. Equal opportunities
as the first sex and Woman is defined with refe-
for men and women, equality of men and women,
rence to him as “the second sex” and “the other” .
gender equality, gender equity, and gender demo-
2
The use of the word ‘gender’ instead of ‘sex’ to distinguish between biological and social sex spread
in gender studies from the Anglo-Saxon world to
cracy are all different terms with different conceptual approaches, which require to be differentiated
through mutual understanding.
the rest of the world in the late 1970s. In the 1990s
The concept of gender mainstreaming arising in
this dualistic theory was challenged profoundly by
the English-speaking area is based on the diffe-
Judith Butler (1990) arguing that even the charac-
rentiation in meaning between the terms SEX and
teristics ascribed to ‘sex’ are socially shaped and
GENDER, for which there is only one single term
that the duality does not solve the difficult ques-
or a one-word translation in many languages. Like-
tion of understanding the ‘nature’ of gender and
wise, the differentiation in a conceptual and ter-
sex. This is still an ongoing academic discussion
minological sense between EQUITY and EQUA-
that we shall not dig deeper into in this handbook.
LITY is a characteristic of the gender mainstrea-
Still most languages cannot translate gender into a
ming concept. This differentiation has the effect
word that is known and commonly accepted in the
that implementation policy as part of the frame-
3
2
3
10
There is a lot of confusion on concepts and ter-
Simone de Beauvoir: The second Sex. Paris 1949, London, Penguin 1972.
Judith Butler: Gender Trouble. Feminism and the Subversion of Identity, New York, Routledge, 1990.
CHAPTER 1
work of a social concept is stated more precisely.
It is therefore necessary to describe in detail the
meaning of the terms, respectively to differentiate
between the terms. The differentiations in meaning are lost, when the use of language is abbrevi-
social spheres. Equality can be individually claimed
as part of the core civil and human rights guaranteed by the state. Gender equity goes beyond the
notion of individual rights for men and women,
which is embedded in the equality concept.
ated to using one term – and this has actually fatal
The concept of gender equity is based on the no-
consequences for the design and practical imple-
tion of the recognized equivalence of the patterns
mentation of the crosscutting strategic concept of
of living, activities and capabilities / competencies,
gender mainstreaming within the sphere of policy
which are currently connoted as male or female
formulation and everyday policy practice.
and thus does not construct any gender hierarchy.
The English term SEX denotes biological facts
and describes the different body features, outer
and inner features related to human reproduction
as being the difference between man and woman.
In most two-gender cultures (man-woman / boygirl) the legally stipulated duty follows the birth of
child to decide, whether a boy or a girl was born.
The allocation to a genus group is the first step
in “doing gender”, whereby far-reaching consequences are associated.
The English term GENDER denotes a social
construction and describes social behaviours,
learnt roles – related to patterns of living, activities
and competencies – which are determined by the
conception of tasks, functions,/ and expectances
that are attributed, respectively assigned to men
and women in their public and private lives in so-
It is a crosscutting task of the state, which has to
be realised in the context of democracy and sustainability in society. In this sense, Gender equity
is not only a goal for the present but it is seen as a
sustainable objective to be continually optimized
through far-reaching processes of change in society. In this case, it is irrelevant, if the patterns of
living that are currently connoted male or female,
are experienced by women or men / boys or girls.
The qualitative changes in the context of the
whole society are brought about by planning and
implementing policies, which emanate from the
equivalence approach applied to organisational
learning and organisational changes. These changes are geared to meet the needs of people and not
solely to make people adapt to the needs of the
system.
ciety. These roles vary within cultures and between
Therefore both strategic elements - equality and
cultures; they are changeable. Thus GENDER is
equivalence – attract the attention in respect to
the cultural-specific definition of femininity and
the conception and implementation of change
masculinity.
processes in society. Both strategic elements have
The concept does implicate the socially constructed definition of men and women only, but the
socially constructed definition of the relationship
between the sexes, the gender relations as well.
Another category to be taken into account in the
gender mainstreaming context is the concept of
gender equity . In the equality concept the equality of rights, duties and opportunities of men and
to be given adequate consideration in the design
of education and learning for gender mainstreaming and its realisation.
In the following chart we are explaining basic concepts and terms of gender mainstreaming. The definitions and explanations given here are parts of a
work in progress and represent the mutual understanding of the project team.
women as individuals are firmly established in all
11
CHAPTER 1
GLOSSARY OF TERMS
DEFINITION
BEGREB
ERKLÄRUNG
EQUALITY OF MEN AND WOMEN
LIGESTILLING MELLEM KVINDER OG
Each individual has
the same rights, duties
and opportunities for
men and women / boys
and girls in all social
spheres
Alle individer har
samme rettigheder,
pligter og muligheder.
Det gælder kvinder
og mænd, piger og
drenge og i alle sociale
områder
Jedes Individuum – Mann und
Frau /Junge und Mädchen hat
die gleichen Rechte, Pflichten
und Chancen in allen sozialen
Bereichen
Each individual has
the same opportunities in all spheres of
society
Alle individer har lige
muligheder i alle livsomstændigheder
Jedes Individuum hat die gleichen Chancen in allen gesellschaftlichen Bereichen
The realisation of
equal status and opportunities for maleand female-attributed
life models, skills
and activities by law,
norms and/or political
practice
Opnåelse af reel
ligestilling og lige
muligheder for mandligt og kvindeligt associerede livsformer,
kvalifikationer og udfoldelsesmulig-heder i
forhold til lov, politisk
praksis og normer
Die Verwirklichung der Gleichberechtigung und Chancengleichheit durch Gesetze, Normen und/oder politische Praxis
in Bezug auf Lebensmodelle,
Fähigkeiten und Tätigkeiten,
die Männern und Frauen zugeordnet werden
Equitable evaluation
(or: valuation, assessment or appreciation)
and equal value of male
and female life models,
skills and activities in a
society
Ligeværdig vurdering
af kvinders og mænds
livsformer, kvalifikationer og aktiviteter i
samfundet
Gerechte Bewertung (oder:
Wertschätzung, Beurteilung
oder Einschätzung) und gleiche
Wertstellung männlicher und
weiblicher Lebensmodelle,
Fähigkeiten und Tätigkeiten
innerhalb einer Gesellschaft
Equity and respectively equality of male
and female life models,
skills and activities in a
society
Balance og ligheder
mellem mænds og
kvinders livsform,
kvalifikationer og aktiviteter
Gleichberechtigung bzw.
Gleichstellung männlicher und
weiblicher Lebensmodelle,
Fähigkeiten und Tätigkeiten
innerhalb einer Gesellschaft
The study of the situation of women and
men/boys and girls and
gender relationships
analysing statistics,
legal framework, social
conditions and other
relevant factors concerning or referring to
gender disadvantages
Analyse af kvinder
og mænds, piger og
drenges situation,
relationer gennem statistikker, lovmæssige
rammer, sociale vilkår
og andre relevante
faktorer, der angår
eller relaterer til kønsmæssig forskelle
Die Untersuchung der Situation von Frauen und Männern/
Jungen und Mädchen sowie der
Geschlechterverhältnisse durch
Analysieren von Statistiken,
rechtlichen Rahmenbedingungen, sozialen Voraussetzungen
und anderen relevanten Faktoren in Bezug auf geschlechterrelvante Benachteiligungen
MÆND
GLEICHBERECHTIGUNGT VON MÄNNERN
UND FRAUEN
NAISTE JA MEESTE VÕRDÕIGUSLIKKUS
ΙΣΟΤΗΤΑ ΜΕΤΑΞΥ ΓΥΝΑΙΚΩΝ ΚΑΙ
ΑΝΔΡΩΝ
JAFNRÉTTI KARLA OG KVENNA
EQUAL OPPORTUNITIES
LIGE CHANCER
CHANCENGLEICHHEIT
VÕRDSED VÕIMALUSED
ΙΣΕΣ ΕΥΚΑΙΡΙΕΣ
JÖFN TÆKIFÆRI
GENDER EQUALITY
KØNSLIGESTILLING
GLEICHSTELLUNG
SOOLINE VÕRDÕIGUSLIKKUS
ΙΣΟΤΗΤΑ ΤΩΝ ΦΥΛΩΝ
KYNJAJÖFNUÐUR
GENDER EQUITY
LIGEVÆRD
GESCHLECHTER-GERECHTIGKEIT
ΙΣΟΤΙΜΙΑ ΤΩΝ ΦΥΛΩΝ
JAFNGILDI KYNJA
GENDER EQUIVALENCE
KØNSBALANCE
GLEICHWERTIGKEIT
SUGUDE VÕRDVÄÄRSUS
ΙΣΟΔΥΝΑΜΙΑ ΩΝ ΦΥΛΩΝ
JAFNT VÆGI KYNJA
GENDER ANALYSIS
KØNSANALYSE
GENDER-ANALYSE
SOOLINE ANALÜÜS
ΕΜΦΥΛΗ ΑΝΑΛΥΣΗ
KYNJAGREINING
12
CHAPTER 1
Definitsioon
GREEK
Kõigil inimestel (meestel ja naistel
/poistel ja tüdrukutel) on samad õigused, kohustused ja
Võimalused kõikides ühiskonnaelu
valdkondades
Κάθε άτοµο έχει τα ίδια δικαιώµατα,
Kõikidel inimestel on ühesugused
võimalused kõikides eluvaldkondades
Κάθε άτοµο έχει τις ίδιες ευκαιρίες
Meestele ja naistele omaseks peetavate
elumudelite, oskuste ja tegevuste elluviimine seaduste, normide ja/või poliitikate kaudu nende võrdsest staatusest
ja võrdsetest võimalustest
lähtudes
Η εµπέδωση της ισότιµης θέσης
υποχρεώσεις και ευκαιρίες και
αφορούν σε άνδρες και γυναίκες/
αγόρια και κορίτσια σε όλες τις
κοινωνικές σφαίρες
σε όλες τις σφαίρες της κοινωνίας.
και των ίσων ευκαιριών για
τους κοινωνικούς ρόλους που
αποδίδονται στ αρσενικό και στο
θηλυκό φύλο, τις δεξιότητες και τις
δράσεις τους σύµφωνα µε το νόµο,
ICELANDIC
Hver einstaklingur hefur sömu
réttindi, skyldur og tækifæri,
hvort sem það eru konur eða
karlar, stúlkur eða drengir, í
öllum geirum samfélagsins
Allir einstaklingar hafa sömu
tækifæri á öllum sviðum samfélagsins
Raungering jafnrar stöðu og
jafnra tækifæra fyrir kven- og
karllæga lífshætti, hæfni og samfélagsvirkni sem hvílir á lögum,
gildum og/eða stjórnmálalegum
hefðum
τους κανόνες και/ ή την πολιτική
πρακτική
Meeste ja naiste elumudelite, oskuste
ja tegevuste õiglane hindamine ning
neile võrdse väärtuse omistamine
Δίκαιη αξιολόγηση (ή: εκτίµηση,
αποτίµηση ή αναγνώριση) και ίση
αξία των αρσενικών και θηλυκών
µοντέλων ζωής, των δεξιοτήτων και
Jafngilt mat (eða: jafnt verðmæti) á kvenlægum og karllægum
lífsháttum, og hæfni og virkni
kvenna og karla í samfélaginu
δραστηριοτήτων σε µια κοινωνία.
Meeste ja naiste elumudelite, oskuste
ja tegevuste õiglane ja võrdne väärtustamine ning siit tulenevalt sugude
võrdväärsus
Ισοτιµία και αντίστοιχη σότητα
µεταξύ των γυναικείων και
ανδρικών πρότυπων ζωής, των
δεξιοτήτων και των δραστηριοτήτων
Jafngildi og jöfnuður milli kvenlægra og karllægra lífshátta og
hæfni og virkni kvenna og karla
í samfélaginu
σε µια κοινωνία.
Naiste ja meeste /tüdrukute ja poiste
olukorra ning sugudevaheliste suhete
analüüs statistika, seadusandluse, sotsiaalsete tingimuste ning muude soolist ebavõrdsust peegeldavate tegurite
analüüsimise teel
Η µελέτη των σχέσεων γυναικών
και ανδρών/ αγοριών και κοριτσιών,
η οποία αναλύει στατιστικές, το
νοµοθετικό πλαίσιο, τις κοινωνικές
συνθήκες συνθηκών και άλλους
παράγοντες που σχετίζονται
ή αναφέρονται στα έµφυλα
µειονεκτήµατα.
Greining á stöðu kvenna og
karla / stúlkna og drengja og
afstæðna þeirra á milli með túlkun á tölfræðigögnum, lögum,
félagslegum aðstæðum og öðrum merkingarbærum þáttum
sem eiga rót í eða hafa áhrif á
stöðu kynjanna
13
CHAPTER 1
GENDER
KØN/ SOCIALT KØN
GENDER
(SOZIALE DIMENSION VON
GESCHLECHT)
SUGUPOOL (SOTSIAALNE SUGU)
ΦΥΛΟ (ΚΟΙΝΩΝΙΚΟ)
KYNGERVI
GENDER MAINSTREAMING
KØNSMAINSTREAMING
GENDER MAINSTREAMING
SOOLISE VÕRDÕIGUSLIKKUSE SÜVALAIENDAMINE
ΕΝΤΑΞΗ ΤΗΣ ΔΙΑΣΤΑΣΗΣ ΤΟΥ ΦΥΛΟΥ
ΣΕ ΟΛΕΣ ΤΙΣ ΠΟΛΙΤΙΚΕΣ
SAMÞÆTTING KYNJAOG JAFNRÉTTISSJÓNARMIÐA
GENDER INTEGRATION
INTEGRATION AF KØNSLIGESTILLING
INTEGRATION DER GENDER-PERSPEKTIVE
SOOLISE ASPEKTI INTEGREERIMINE
ΕΝΣΩΜΑΤΩΣΗ ΤΗΣ ΔΙΑΣΤΑΣΗΣ ΤΟΥ
ΦΥΛΟΥ
GENDER SENSITIVITY
KØNSSENSITIVITET
GENDER-SENSIBILITÄT
SOOTUNDLIKKUS
A. ΕΥΑΙΣΘΗΤΟΠΟΙΗΣΗ ΩΣ ΠΡΟΣ ΤΗ
ΔΙΑΣΤΑΣΗ ΤΟΥ ΦΥΛΟΥ
KYNJAMEÐVITUND
GENDER PERSPECTIVE
KØNSPERSPEKTIV
GENDER-PERSPEKTIVE
SOOLINE ASPEKT
B. Η ΟΠΤΙΚΗ ΤΟΥ ΦΥΛΟΥ
SJÓNARHORN KYNJAJAFNRÉTTIS
14
Culture specific definition of femininity
and masculinity (socially constructed sex
differences attributed
to and performed by
women and men, boys
and girls), differences
and responsibilities
of people in society,
determined by the
concept of tasks, functions and roles attributed to women and
men / boys and girls in
public and private life;
socially constructed
definition of the relationship between the
sexes in a society
De udtryk for køn og
kønsforskelle der er
socialt skabt
Kulturspezifische Definition
von Weiblichkeit und Männlichkeit (sozial konstruierte
Geschlechterunterschiede, die
Frauen und Männern, Mädchen
und Jungen zugeschrieben werden und durch sie ausgeführt/
gelebt werden); Unterschiede
und Verantwortlichkeiten der
Menschen in der Gesellschaft,
festgelegt durch das Konzept
von Aufgaben, Funktionen und
Rollen, die Männern und Frauen bzw. Jungen und Mädchen
im öffentlichen und privaten
Leben zugeschrieben werden;
sozial konstruierte Definition
des Verhältnisses zwischen den
Geschlechtern innerhalb einer
Gesellschaft
Strategy for changing
the prevailing social
paradigender mainstreaming of gender in
order to speed up the
realisation of gender
equity and equality
via a concrete strategy
for accelerating the
progress
Strategi for at gøre
ligestilling til en del
af hovedstrømmen i
politik, at forandre de
eksisterende sociale
forestillinger om køn
for at skabe ligeværd
og ligestilling
Strategie zur Veränderung des
vorherrschenden sozialen Paradigma von Gender, um die
Umsetzung von Gerrechtigkeit
und Gleichstellung mittels einer konkreten Strategie zur Beschleunigung des Fortschritts
The process of incorporating the different
needs of women
and men/girls and
boys, which are both
practice-orientated
(immediate) and strategic (underlying) into
policy, organisations
and private life
At integrere kønsligestilling i alle politikområder, både I
praksis og på strategisk niveau
Der Prozess der Einbindung
unterschiedlichen Bedürfnisse
von Frauen und Männern/
Mädchen und Jungen, sowohl
praxisorientiert (unmittelbar)
als auch strategisch (grundlegend), in Politik, in Organisationen und in das Privatleben
Being sensitive and
responsive to the different female and male
life models, skills and
activities and their effects on the public and
private sphere
At være åben overfor
og reagere på forskellige kvindelige og
mandlige livsformer,
kvalifikationer og
aktiviteter og deres effekt på den offentlige
og den private sfære
Sensibel sein und auf die unterschiedlichen weiblichen und
männlichen Lebensmodelle,
Fähigkeiten und Tätigkeiten
sowie auf deren Auswirkungen
auf den öffentlichen und privaten Bereich reagieren
Put on the ‘gender
glasses’: Be aware that
gender advantages and
disadvantages are produced and reproduced
in all relations of life
At tage kønsbrillerne
på og se uligheder og
fordele og ulemper,
der skabes og genskabes i alle relationer i
livet
Die “Gender-Brille” aufsetzen: sich bewusst sein, dass
geschlechterrelevante Vor- und
Nachteile in allen Lebensbeziehungen produziert und reproduziert werden
CHAPTER 1
Naiselikkuse ja mehelikkuse kultuurispetsiifiline määratlus, sotsiaalselt
konstrueeritud erinevused, mida omistatakse naistele ja meestele / tüdrukutele ja poistele, mida nad realiseerivad;
inimeste erinevused ja vastutus ühiskonnas, mis on määratletud naistele
ja meestele / tüdrukutele ja poistele
omistatud ülesannete ja rollidega avalikus ja eraelus; ühiskonnas toimivate
sugudevaheliste suhete sotsiaalselt
konstrueeritud määratlus
Πολιτισµικά προσδιορισµένος
ορισµός της θηλυκότητας και
του ανδρισµού (οι κοινωνικά
κατασκευασµένες διαφορές που
αποδίδονται και εµπεδώνονται από
γυναίκες και άνδρες, τα αγόρια και
τα κορίτσια) -- οι διαφορές και οι
ευθύνες των ατόµων µιας οινωνίας
που καθορίζονται από τις ερµηνείες
σχετικά µε τα καθήκοντα, δράσεις
και υποχρεώσεις γυναικών και
ανδρών, αγοριών και κοριτσιών στη
Hin félags- og mennningarlega
merking kvenleika og karlmennsku (eiginleikar kynjanna
sem eru félagslega skapaðir og
eignaðir konum og körlum, stelpum og strákum, kynjamunur og
hlutverk sem eru ákvörðuð út
frá hugmyndum um ólík verkefni, lífshætti, áhuga m.m. kvenna og karla á almannasviði og
einkasviði; einnig hin félagslega
merking afstæðna og tengsla
milli kynja í samfélaginu
δηµόσια και ιδιωτική ζωή. Κοινωνικά
κατασκευασµένος ορισµός των
σχέσεων µεταξύ των δύο φύλων σε
µια κοινωνία.
Sugudevaheliste suhete valitseva sotsiaalse paradigender mainstreaminga
muutmise strateegia naiste ja meeste
elumudelite ja tegevuste õiglase ja
võrdse väärtustamise ning võrdõiguslikkuse saavutamiseks
Η στρατηγική αλλαγής του
κυρίαρχου κοινωνικού µοντέλου
προκειµένου να επισπευσθεί η
εµπέδωση της ισοτιµίας και της
ισότητας των δύο φύλων σε όλες τις
εκφάνσεις της πολιτικής, κοινωνικής
Markvisst safn aðferða til að
breyta ríkjandi félagslegum viðmiÝum um kyngervi til að hraða
þróun til jafnréttis og jafngildis;
gera jafnrétti að órjúfanlegum
þætti allrar stefnumörkunar
και οικονοµικής ωής.
Naiste ja meeste / tüdrukute ja poiste
erinevate nii praktiliste (vahetute) kui
strateegiliste (baasiliste) vajaduste lülitamine poliitikatesse, organisatsioonide tegevusse ja eraellu
Η διαδικασία ενσωµάτωσης των
διαφορετικών αναγκών των
γυναικών και των ανδρών/ των
κοριτσιών και των αγοριών, οι οποίες
είναι πρακτικά και στρατηγικά
Að taka tillit til ólíkra þarfa karla og kvenna /stúlkna og drengja
í stefnu og starfsemi bæði með
aðgerðum til skamms tíma og
langtímaráðstöfunum
προσανατολσµένες στην πολιτική,
στους οργανισµούς και στην
ιδιωτική ζωή
Arvestav suhtumine naiste ja meeste
erinevatesse elumudelitesse, oskustesse ja tegevustesse; nende poolt
avalikule ja erasfäärile avaldatava mõju
arvessevõtmine
Η ευαισθητοποίηση και η κατανόηση
των διαφορετικών µοντέλων
ζωής ανδρών και γυναικών, των
ικανοτήτων και δραστηριοτήτων
καθώς και των επιπτώσεών τους
Að vera læs á og fær um að
bregðast við ólíkum kvenlægum
og karllægum lífsháttum, hæfni
og virkni og áhrifum þeirra á almannasviði og einkasviði
στη δηµόσια και σην ιδιωτική ζωή.
Soolist aspekti märgata võimaldavate
”prillide” kasutamine. Teadlik olemine
sellest, et ühe või teise sugupoole jaoks
soodsamat või ebasoodsamat olukorda
aitavad tekitada või taastekitada kõik
suhted elus.
Χρήση της οπτικής του φύλου.
Η επίγνωση του γεγονότος
ότι τα πλεονεκτήµατα και τα
µειονεκτήµατα της διάστασης
του φύλου παράγονται και
Að setja upp ”kynjagleraugun”:
Vera meðvituð/aður um að félagslegt forskot og mismunun
eru stöðugt að verða til allsstaðar á vettvangi samfélagsins
αναπαράγονται σε όλες τις
εκφάνσεις των ανθρώπινων
σχέσεων.
15
CHAPTER 1
GENDER MAINSTREAMING PROCESS
KØNSMAINSTREAMING-PROCES
GENDER-MAINSTREAMING-PROZESS
SOOLISE VÕRDÕIGUSLIKKUSE SÜVALAIENDAMISE PROTSESS
ΔΙΑΔΙΚΑΣΙΑ ΤΗΣ ΕΝΤΑΞΗΣ ΤΗΣ
ΔΙΑΣΤΑΣΗΣ ΤΟΥ ΦΥΛΟΥ
SAMÞÆTTINGARFERLI KYNJAOG JAFNRÉTTISSJÓNARMIÐA
GENDER INDICATORS
INDIKATORER FOR KØN OG LIGESTILING
GENDER-INDIKATOREN
SOOLISED INDIKAATORID
ΔΕΙΚΤΕΣ ΦΥΛΟΥ
Systematic implementation of an action
plan to integrate gender in the culture of
an organisation and its
field of action / policy
- thereby contributing
to a profound organisational transformation
Systematisk gennemførelse af en handlingsplan for at integrere køn i en organisations kultur og politik
– og dermed bidrage
til en grundlæggende
organisatorisk transformation
Die systematische Einführung eines Aktionsplans, um
Gender in die Kultur einer
Organisation und in deren
Tätigkeitsbereiche/Politik
einzugliedern – und so zu einer
tiefgreifenden organisatorischen Umwandlung beizutragen
Facts and figures with
which gender-related
outcomes of a gender
mainstreaming process
can be measured
Konkrete måltal for
resultatet af en kønsmainstreaming proces
Fakten und Zahlen, mit denen
genderbezogene Ergebnisse
eines Gender-MainstreamingProzesses gemessen werden
können
Placement of the dominant mainstream
(read: White, middle
class, heterosexual,
30-50 aged men) masculinity at the top of
the hierarchical order
of sex and gender
Placering af den dominante kønsidentitet
(Hvide, middelklasse,
heteroseksuelle 30-50
årige men) på toppen
af den hierarkiske orden for køn
Die Plazierung des dominanten
Mainstreams (weiß, Mittelklasse, heterosexuell, Männer im
Alter von 30-50), steht Männlichkeit ganz oben in der Hierarchie des biologischen und
sozialen Geschlechts
JAFNRÉTTISMÆLIKVARÐAR
HEGEMONIC MASCULINITY
HEGEMONISK MASKULINITET
HEGEMONIALE MÄNNLICHKEIT
HEGEMOONILINE MASKULIINSUS
ΗΓΕΜΟΝΙΚΟΣ ΑΝΔΡΙΣΜΟΣ
HIN RÁÐANDI KARLMENNSKA
MAINSTREAMING GENDER
MAINSTREAMING GENDER
SUGUPOOLTE ASPEKTI INTEGREERIMINE
Die Integration einer GenderPerspektive in die Planung; Planung in die Praxis umsetzen
The integration of a
gender perspective
into planning; putting
planning into practice
ΠΟΛΙΤΙΚΟΣ ΣΧΕΔΙΑΣΜΟΣ ΕΝΤΑΞΗΣ ΤΗΣ
ΙΣΟΤΗΤΑΣ ΤΩΝ ΔΥΟ ΦΥΛΩΝ
GENDER SEGREGATED DATA
KØNSOPDELTE DATA
GESCHLECHTERDIFFENRENZIERTE DATEN
SOOLISES LÕIKES ESITATUD ANDMED
Collection of separate
data and information
about men and women
/ boys and girls
Udvikling af statistik
og undersøgelser, således at der fokuseres
på kønsforskelle
Sammlung separater Daten und
Informationen über Männer
und Frauen / Jungen und Mädchen
A method to identify potential consequences of a policy, a
decision, a legal act or
a development programme for gender
equality, often used to
make future measures
gender-sensitive
En metode til at undersøge potentielle
konsekvenser af en
politik, en beslutning,
en lov eller et udviklings-program for
kønsligestilling, der
ofte bruges til at gøre
fremtidige tiltag kønsbevidste
Eine Methode zur Identifizierung möglicher Konsequenzen
einer politischen Maßnahme,
Entscheidung, Rechtsaktes
oder eines Entwicklungsprogramms für die Gleichstellung;
häufig angewandt, um geplante
Maßnahmen gender-sensibel zu
machen
Socio-cultural consensus on the prevailing
male and female relationships and stereotypes in a society.
Den socialt-kulturelle
konsensus, der uudtalt
fastslår de fremherskende kvinde- og
manderoller i samfundet
Sozialkultureller Konsens über die vorherrschenden Geschlechter
(Gender)beziehungen und
Stereotypen innerhalb einer
Gesellschaft.
ΔΕΔΟΜΕΝΑ ΔΙΑΧΩΡΙΣΜΕΝΑ ΚΑΤΑ ΦΥΛΟ
KYNGREINDAR UPPLÝSINGAR
OG TÖLFRÆÐI
GENDER IMPACT ASSESSMENT
KØNSKONSEKVENSANALYSE
GENDER IMPACT ASSESSMENT
MÕJUDE HINDAMINE SUGUPOOLTE
ASPEKTIS
ΑΞΙΟΛΟΓΗΣΗ ΤΟΥ ΑΝΤΙΚΤΥΠΟΥ ΤΗΣ
ΕΜΦΥΛΗΣ ΔΙΑΣΤΑΣΗΣ
JAFNRÉTTISMAT
GENDER CONTRACT
KØNSKONTRAKT
VERTRAG DER GESCHLECHTER
SUGUPOOLTE KOKKULEPE
ΚΟΙΝΩΝΙΚΟ ΣΥΜΒΟΛΑΙΟ ΤΟΥ ΦΥΛΟΥ
KYNJASÁTTMÁLI
16
Tegevuskava süstemaatiline elluviimine, mille eesmärgiks on sugupoolte
aspekti lülitamine organisatsiooni
kultuuri ning selle tegevus- või poliitikavaldkonda, mille kaudu aidatakse
kaasa organisatsiooni põhjalikule muutumisele
Η συστηµατική εφαρµογή ενός
Faktid ja arvandmed, mille abil saab
mõõta soolise võrdõiguslikkuse süvalaiendamise protsessi tulemusi sugupoolte aspektist
Γεγονότα και µεγέθη η χρήση των
σχεδίου δράσης για την ένταξη
της διάστασης του φύλου στην
κουλτούρα ενός οργανισµού και
στους τοµείς δράσης / πολιτικής του
– συµβάλλοντας έτσι σε µία έντονη
οργανωτική µεταβολή.
οποίων µπορεί να καταµετρήσει
την έκταση προόδου σχετικά µε την
CHAPTER 1
Kerfisbundin innleiðing aÝgerðaáætlunar sem miðar að því
að samþætta kynja- og jafnréttissjónarhorn inn í menningu og
stefnu vinnustaðar eða skipulagsheildar og þar með að stuðla
að grundvallarbreytingu
Staðreyndir og mælitölur sem
sýna stöðu og árangur samþættingarferlis og jafnréttisstarfs
ένταξη της διάστασης του φύλου σε
µια διαδικασία.
Dominantse ja valdava (st valgete,
keskklassi, hetereseksuaalsete, 30-50aastaste meeste) maskuliinsuse asetamine sugude hierarhia tippu
Η θέση της κυρίαρχης τάσης
(βλέπε: λευκοί, µεσαίας τάξης,
ετεροφυλόφιλοι, ηλικίας 30 έως
50 άνδρες) που προσδιορίζει το
αρσενικό φύλ στην κορυφή της
ιεραρχίας του φύλου (βιολογικού ή
Staðsetning hinnar ráðandi
karlímyndar (hvítir, millistéttar, gagnkynhneigðir 30-50 ára
karlmenn) á toppi valda- og
virðingarstiga karlmennsku og
kvenleika
κοινωνικού)
Sugupoolte aspekti lülitamine planeerimisse ning plaanide elluviimisesse
Η ένταξη της οπτικής του φύλου
Statistika kogumine eraldi naiste ja
meeste / tüdrukute ja poiste kohta
Συλλογή ξεχωριστών δεδοµένων και
στο σχεδιασµό µιας πολιτικής και η
εφαρµογή της στην πράξη
πληροφοριών για τους άνδρες και
τις γυναίκες/ για τα αγόρια και τα
κορίτσια
Meetod, mille eesmärgiks on poliitika,
otsuse, õigusakti või arenguprogrammi
eeldatavate potentsiaalsete tagajärgede kindlakstegemine soolise võrdõiguslikkuse olukorrale; kasutatakse
sootundlike meetmete väljatöötamise
eesmärgil
Μία µέθοδος που προσδιορίζει τις
πιθανές συνέπειες µια πολιτικής,
µίας απόφασης, µίας νοµικής
πράξης ή ενός αναπτυξιακού
προγράµµατος για την ισότητα
των φύλων που χρησιµοποιείται
συνήθως για την λήψη µέτρων που
Söfnun og framsetning tölfræðiupplýsinga og annarra
upplýsinga um konur og karla /
stráka og stelpur
Aðferð til að greina möguleg
áhrif stefnu, ákvörðunar, lagasetningar eða áætlunar á stöðu og
jafnrétti karla og kvenna, oft í
þeim tilgangi að tryggja að slíkar
ráðstafanir hafi jákvæð áhrif í
framtíðinni
συµβάλλουν στην εµπέδωση της
ισότητας.
Ühine sotsiaal-kultuuriline arusaam
ühiskonnas valitsevatest sugudevahelistest suhetest ja stereotüüpidest
Η κοινωνική –πολιτιστική συναίνεση
σχετικά µε τις κυρίαρχα στερεότυπα
που διέπουν τις σχέσεις ανδρών και
γυναικών σε µια κοινωνία
Félags- og menningarleg sátt eða
skilningur á ráðandi afstæðum
milli kynja og hlutverkum þeirra
í samfélaginu
17
CHAPTER 2
WHAT IS GENDER MAINSTREAMING?
KAREN SJØRUP
the process are fundamentally different and can
imply different methods.
Gender mainstreaming is a political strategy implying that gender equality must be integrated into
all decisions, legal frameworks and activities develop within of a given policy area.
change is that its actors are not special gender
equality agents anymore, but the civil servants,
politicians and consultants directly concerned by
the process. An issue of the strategy is to place the
Gender mainstreaming is a relatively new ap-
responsibility for the initiation, monitoring and
proach in gender equality policy. It is a rather diffi-
realisation of the process at level of the ordinary
cult approach, bearing in mind that both concepts
administrative and political bodies.
of ‘gender’ and ‘equality’ are unstable concepts
that will be interpreted differently by people from
different cultural and political backgrounds.
In this way the initiative for gender equality is
supposed to become integrated into the political
mainstream. An important argument for this resi-
In practice this process implies that:
des in the fact that mainstream political decisions
1. possible gender equality problems have to be
are not gender neutral, although they may seem
identified and their extend and character ana-
so, but frequently rather imply discrimination or
lysed;
unequal treatment of women and men.
2. New policies to solve these problems have to
be developed, the consequences of already implemented policies have to be estimated, and
new standards have to be set up regarding the
objectives to be reached and the time frame to
reach them.
Some of the methods often mentioned as gender
mainstreaming methods are: gender segregated
statistics, benchmarking, gender impact assessment and gender analysis. These methods can used
in the context of both the analysis and the change
perspective. Still positive action can be considered
In other words the gender mainstreaming ap-
an appropriated method in a mainstreaming pro-
proach has both 1) an analytical dimension and 2) a
cess, as we consider the mainstreaming approach
dimension of change implementation. In this con-
as an overall strategy aimed to provide equality in
text concrete actions can take the form of positive
practice, rather than to provide equal opportuni-
actions, like for example when projects are laun-
ties.
ched to engage women in setting up new businesses, or engaging men in care work – considering in
both cases that one of main targets of the gender
mainstreaming process is to break the gender division of labour.
18
A further important element of this process of
„Gender segregated statistics“ are an instrument to
document and encircle the core of gender equality
problems like for ex. the elements of the gender
pay gap, the lack of women’s access to decisionmaking positions, men’s limited access to paternity
The central issue of the analytical perspective is to
leave etc.. But gender segregated statistics are only
document, whether gender inequality can be ob-
a tool in the overall political process. Nevertheless
served in practice and reality in a given area whe-
there is an observed tendency that gender segrega-
re you want to implement gender mainstreaming.
ted statistics are emphasised very much in the EU
This phase of the process shall qualify the know-
gender mainstreaming strategy. But they are only a
ledge basis of the political process of change that
first step in this strategy. As long as gender equali-
is to be initiated subsequently. The two phases of
ty is only documented, methods to provide change
CHAPTER 2
are not developed. But the production of gender
for the municipalities to gender mainstream their
segregated statistics is an important step towards
services. The three R‘s stand for Representation,
the documentation of gender inequality through
Resources and Realia. Representation means to
objective and non-ideological data that are broad-
investigate quantitatively through statistics how
ly recognised and acknowledged. In this context,
women and men are represented in the municipa-
they can be used to counterargument the often
lities. Resources are about, how money, time and
heard statement: “We already have accomplished
space is used and shared by women and men in the
gender equality in our country, our organisation,
municipality. Realia are about analysing the cultu-
our university etc.”
ral norms and images vehicled by administrative
„Benchmarking“ like mainstreaming is a concept
difficult to understand in any other language than
English. Both concepts are elements in the Open
structures and practices and how they contribute
to maintain the differences between women and
men.
Method of Co-ordination used in the EU as a in-
The EU-Commission in the mainstreaming pro-
struments to co-ordinate policies between the
ject connected to the 6. Framework programme in
different European countries without actually har-
science and technology mentions three different
monising them. The aim of benchmarking is to set
objectives of gender mainstreaming:
targets for the performances of processes issued
from the comparison between examples of good
practice in the European countries. Benchmarking
leads to the definition of realistic performance in-
1. Participation: All policies and programmes
should be revised to make sure that women and
men have equal possibilities to participate.
dicators to be considered as objectives that should
2. Diversity: All policies and programmes should
be reached within given time frames.
reflect the different conditions, needs and inte-
„Gender impact assessment“ is a method to
rests of women and men.
identify whether a decision, a legal act or a de-
3. Reduce inequality: All policies and programmes
velopment programme will have unwanted con-
should contribute to reduce inequality between
sequences for gender equality and to ensure that
women and men. This objective means not only to
new gender inequality does not occur as a result of
secure a fair and equal treatment of women and
the implementation of new decisions and endan-
men‘s needs and interests. It requests a specific
ger the desired results. Gender impact analysis can
orientation and reorientation of policies and pro-
take place at three different levels:
grammes through the elimination of barriers and
• at the level of the analyse of how the gender dimension is working socially, politically or economically in a given policy area;
• at the level of assessment processes aimed to
identify possible gender consequences of decisions of all kinds;
• at the level of the identification of alternative
It could be argued that the mainstreaming strategy aims at eliminating the contradiction between
‚equality‘ and ‚diversity‘ by making a strategy linking the rights to diversity and the claims to equality.
legal acts, programmes, proposals for decision,
It is an open question, whether this is actually pos-
indicators, benchmarks etc. in order to avoid
sible in practice.
negative gender impacts.
In Sweden the so-called 3-R method was launched
1
through positive action (Braithwaite 20011).
Positive action is a strategy that is often regarded
the opposite to gender mainstreaming as it focus-
Mary Braithwaite: Gender Mainstreaming in Regional Development. Engender, Brussels
19
CHAPTER 2
es on the situation of only one gender, usually wo-
this objective is to create an equal share of women
men.
and men in a particular position, the strategy of
Positive action is an effort to bring the most disadvantaged gender into the same position or close to the position of the most privileged gender,
for ex. by means of a project enabling women to
advance in executive position, a project for young
unmarried mothers to get into education, or as
well a project for men to encourage them to take
paternity leave.
positive action will often be the only way of attaining it. Positive action is often narrowly linked to
quota systems that are sometimes used in order to
improve the share of women in decision-making
positions. But positive action as such might imply
different techniques depending of the implementation situations. In some cases, the setting of a
long-term target to improve the share of the under-represented gender, like for ex. a long-term
In the EU the gender mainstreaming strategy
recruitment, may be a more appropriate solution
is regarded a two-legged strategy, using both the
than a quick-term action and can bring better re-
strategies of gender mainstreaming and positive
sults than quotas2.
action in order to reach the wished objective. If
2
Lykke Nielsen, Lehn & Sjørup: Gender mainstreaming strategien. I Dahlerup & Borchorst 2004
GENDER MAINSTREAMING TRAINING MATERIAL
HISTORICAL BACKGROUND
HEIDEMARIE WÜNSCHE-PIÈTZKA
sequence is extensively described in gender mainstreaming literature, handbooks and documents.
The history of gender mainstreaming strategy
is based on two pilars. At first, it must be notice
that the preconditions and first formulation steps
of this strategy are anchored in the context of the
global women’s movement for equality and equal
20
Less attention has been given to the second pilar,
that is the strong link between this strategy and
the comprehensive sustainability approach of international governmental, supranational and established non-governmental organisations.
opportunities, which has its roots especially in the
Confronted with the large number of global pro-
American and Western European feminist move-
blems that are impairing the living and develop-
ment and in development policy. This historical
mental conditions of humanity as a whole, the
CHAPTER 2
international community has had to develop
the non-governmental organisations and the en-
strategies, which will ensure future human deve-
deavours of countries at international and natio-
lopment. All societies are facing the challenge of
nal levels to achieve equal opportunity and gender
playing their part in developing and implementing
equality did not bring about the necessary success.
strategies that meet the demands of the future.
Subsequently path-breaking decisions have been
The analyses of the global situation especially in
the last decade of the 20th century, on a national
socio-economic and political basis, show clearly
made at European level, especially in the preparation for the Fourth World Conference of Women
which took place in Beijing in September 1995.
the necessity for a global and respectively natio-
Within the context of justifying a gender-sensiti-
nal change of the paradigm of gender mainstrea-
ve policy-making, the need to create a new gender
ming in the gender relations. It shows as well the
contract was emphasised. This contract should
necessity for a new gender contract, whereby the
contain the active and visible policy for mainstre-
expected change in the prevailing stereotype roles
aming a gender perspective in all the relevant poli-
should make a significant contribution to create a
tical, economic and social policy fields in order to
global society that is more equal and better equip-
achieve a society that is more equal and equipped
ped to meet the demands of the future. Global
to meet the demands of the future.
changes will only be able to take place, if the responsibilities for the development and implementation of strategies supposed to meet the demands
of the future, are assumed both at a regional and
national level.
The fair sharing of responsibility in family life, in
respect to work and in society, as well as a fair sharing of economic and political power, were stressed
as the basic principles that are indispensable to
make full use of the potentials of societies as an
The Report on Human Development of 1995 pre-
instrument to ensure a sustainable development,
pared by the UNDP, the development programme
democracy and peace, as the Report on Human
of the United Nations , came to the conclusion:
Development 1995 states:
„HUMAN DEVELOPMENT, IF NOT ENGENDERED, IS
ENDANGERED. ... THIS IS THE SIMPLE AND FARREACHING MESSAGE OF THIS REPORT.“
“INVESTING IN WOMEN’S CAPABILITIES AND EMPO-
1
The Report on Human Development made the
implications of the necessary changes clear:
“THE RECOGNITION OF EQUAL RIGHTS FOR WOMEN
ALONG WITH MEN, AND THE DETERMINATION TO
COMBAT DISCRIMINATION ON THE BASIS OF GENDER,
ARE ACHIEVEMENTS EQUAL IN IMPORTANCE TO THE
ABOLITION OF SLAVERY, THE ELIMINATION OF COLONIALISM AND THE ESTABLISHMENT OF EQUAL RIGHTS
FOR RACIAL AND ETHNIC MINORITIES.”
The important basic work of the international
women’s movement, the tenacious engagement of
1
2
WERING THEM TO EXERCISE THEIR CHOICE IS NOT
ONLY VALUABLE IN ITSELF BUT IS ALSO THE SUREST
WAY TO CONTRIBUTE TO ECONOMIC GROWTH AND
OVERALL DEVELOPMENT.”
A change in the existing stereotypes of men and
women is the precondition to overall development.
This change must take place in all policy fields and
at all levels of policy. This was most clearly stated
in the document of the UN Economics Commission for Europe (ECE).2
Pursuant to the analysis-based findings of the
Report on Human Development 1995, an agreement was reached in the declaration and action
Human Development Report 1995, United Nations Development Programme, New York 1995 .
Regional platform of action – Women in a changing world – Call for Action from an ECE perspective /
21/10/94 (Doc. E/ECE/RW/HLM/8)
21
CHAPTER 2
programme on the World Summit for Social De-
tant for equal opportunity and horizontal gender
velopment in Copenhagen in March 1995: “It is
mainstreaming implementation, like employment
necessary to change the prevailing social paradigm
policy, structural funds and programmes for cons-
of gender to usher in a new generation of women
ciousness building. Special instruments for gender
and men working together to create a more huma-
mainstreaming education and training e.g. SMART
ne world order.”
(Simple Method to Assess the Relevance of Poli-
And it was further stated: “Social and economic development cannot be secured in a sustainable way without
the full participation of women and that equality and
equity between women and men is a priority for the international community and as such must be at the centre
of economic and social development.”
practice of the political will to start the process of
gender mainstreaming in the Commission itself,
the development of organisational structures for
the promotion of the process, the conception of
procedures and tools,/ to implement the political
concept in various important policy areas were
As commitment (“We commit ourselves...”) the
milestones in the history of good governance. Me-
governments agreed on: “The revolution for the reali-
anwhile the “Community framework strategy on
sation of gender equity and equality has to be speeded up
gender equality (2001-2005)” codified the further
by concrete strategy for accelerating the progress.”
development of gender mainstreaming with re-
3
This strategy, which adopted the category “gender
equity” as an equally balanced concept alongside
gard to its content as well as the methodology for
its implementation.
“equality”, has been embedded as gender main-
The Nordic Council of Ministers has been a pre-
streaming in the system of the United Nations and
cursor in gender mainstreaming policy. A pilot
other organisations, e.g. in the European Union
project run 1997-1999 to implement gender main-
since 1996.
streaming in labour market and youth policies in
The Fourth Medium-term Programme of Action
for Equal Opportunities of Men and Women
(1996-2000) declared gender mainstreaming as a
central objective in all the subjects it deals with.
Parallely the Commission organised a structure
for the implementation of gender mainstreaming.
The group of commissioners for equal opportunities, led by the EU-president was the most important instrument for implementation. Their
work was accompanied by annual evaluations of
the progress regarding gender mainstreaming in
the EU Commission. Special attention has been
directed to policy areas of the EU highly impor-
3
4
all member countries. Under the umbrella of this
huge project numerous gender mainstreaming
projects were established in each of the member
countries on local, regional and central level.4 As
supports to these activities joint arrangements like
conferences, seminars, working groups, study visits
and programmes for exchange of experiences were
organized on transnational level. This consistent
and area-wide implementation of gender equality
policy led to a very quick integration of gender into mainstream policy designs in all Nordic countries generating good practice examples for other
countries.
World Summit for Social Development, Copenhagen, 1995, Programme of Action, Article I / 7
Summary in: Final Report of The Group of Specialists on Gender Mainstreaming. Conceptional Framework 1998, Council of Europe, EG-S-MS(98)
22
cies To Gender) were developed. The transfer into
CHAPTER 2
THEORETICAL BACKGROUND
KAREN SJØRUP
men as a reserve labour force, and that every man
dominates at least one woman, his wife.
The gender mainstreaming strategy has developed
alongside with the development of gender theory,
which grew out from the feminist political movements in the Western world in 1970’s and the following decades.
Since then these theories have been repeatedly
challenged. Probably most effectively by Judith
Butler (1990)3 in “Gender Trouble” arguing that
the sex/gender segregation is false, that even sex is
socially changeable, as also stated by Donna Hara-
The concept of gender was first used in the late
way in “Simians, Cyborgs and New Technology”4,
1970’s, as a tool to distinguish between the biolo-
in which she states that technology influences the
gical disposition of women and men, described as
biological dispositions to such an extent that we
“sex”, and the social construction of the distinct
cannot speak any longer of either sex or gender as
social expectations to women and men, described
static, universal or essential phenomena.
as “gender; in the same way, the social arrangement
of gender was described as “gender contract”.
Butler proposed that gender should be rather considered as an act, a performance, as a way of rela-
This distinction was proposed by Gayle Rubin in
ting to each other that is changing and changeable
her famous article “The Traffic in Women” (1975) ,
through time and varies in different cultures. In
in which she presented an attempt to formulate a
this way the structuralist attempt to see gender in
coherent theory of the sex/gender system locali-
the light of a structural system based on patriarchy
sing both local and universal aspects of an over-
was put in question by a deconstructive gender
all male dominated society, analysing gender from
approach denying all essential inheritance in the
the perspective of the anthropological studies on
formation of gender and where patriarchy is de-
remote and hidden cultures, and from the pers-
scribed as an underlying stream working into the
pective of the universalistic theories of Marx and
realm of performative gender.
1
Freud. On the basis of anthropological studies she
even stated that phenomena such as the incest taboo and the Oedipus complex analysed by Freud
could be found universally.
Gender mainstreaming as a strategy developed
alongside with gender theory, and the observable
move from a feminist to a universal gender mainstreaming perspective indicates that this develop-
Rubin’s work was the point of departure for Hei-
ment took place in feminist policies as well as in
di Hartmańs article “The Unhappy Marriage
gender studies. However it remains evident that
between Marxism and Feminism, Capitalism and
the gender mainstreaming strategy is still rooted
Patriarchy” (1979) in which she stated that capi-
in the political work of feminists operating on the
talism and patriarchy joined together in a system
basis of a theory stating that patriarchy can be
allowing capital to exploit the work force of wo-
addressed as the easily identifiable “enemy”.
2
1
2
3
4
Gayle Rubin (1975): The Traffic in Women, Notes on the ”Political Economy of Sex in: Rayna T. Reiter: Towards an Anthropology of
Women, Monthly Review Press, New York 1975.
Heidi Hartmann: Women and Revolution : A Discussion of the Unhappy Marriage of Marxism and Feminism, South End Press 1981.
Judith Butler op.cit.
Donna Haraway: Simians, Cyborgs, and Women: The Reinvention of Nature. New York, Routledge 1991.
23
CHAPTER 3
GENDER MAINSTREAMING
AND GENDER EQUALITY POLICIES
IN THE PARTNER COUNTRIES
ESTONIA
RIINA KYTT
After three years of discussions and numerous
readings in the Parliament the Gender Equality
Act was finally passed in April 2004. The Act is in
force since 1 May 2004, the day when Estonia joined the EU. The necessity of passing the Act was
reinforced by accession to the European Union
and the obligation to bring Estonian legislation into conformity with EU law.
The Republic of Estonia has committed itself to
The aim of the Gender Equality Act is to reduce
combating existing inequalities between women
gender-based discrimination in all areas of life,
and men. By the duties enshrined in different
including the workplace. The Gender Equality
international instruments, e.g. Convention on
Act obliges authorities and employers to promote
the Elimination of All Forms of Discrimination
equality between men and women, thus strengthe-
Against Women (CEDAW), which Estonia ac-
ning the legislative basis for furthering gender
cessed to in 1991, or by the commitments of the
equality.
Beijing Platform for Action, Estonia has undertaken to implement gender equality as a fundamental human right promoted by EU law.
gy and definitions with regard to gender equality;
defines and explicitly prohibits direct and indirect
After the Beijing conference in 1995, a Bureau of
discrimination; and lays down relevant measures
Gender Equality was established at the Ministry
in this area. To a large extent it deals with equal
of Social Affairs in 1996. In 2005, the bureau was
treatment at work and establishes a number of
transformed into a gender equality department
obligations for the employer as the ‚promoter‘ of
with the staff of 5 employees. The gender equality
equality. The Act requires that state and local go-
department is responsible for coordinating acti-
vernment agencies promote gender equality syste-
vities targeted at eliminating gender inequalities,
matically and purposefully.
drafting legislation and promoting gender equality. On the initiative of the government, an interministerial committee on gender equality was established with the aim of drawing up a National
Gender Equality Plan until 2008. The document
yet to be adopted builds on international human
rights conventions, agreements and documents
and covers areas of intervention like violence
against women, trafficking in women, protection
24
The Gender Equality Act clarifies the terminolo-
The Act specifies that upon planning, implementation and assessment of national, regional and
institutional strategies, policies and action plans
the state and local government agencies take into account the different needs and social status of
men and women and consider how the measures
applied and to be applied will affect the situation
of men and women in society.
and assistance for victims, working life, education
Even with the Gender Equality Act supporting the
and the economic situation of women along with
activities aimed at furthering gender equality, there
institutional cooperation.
is a long way to go to implement gender mainstrea-
CHAPTER 3
ming in practice. To identify the areas where intervention is most urgently needed in terms of raising
awareness and developing knowledge and skills
DENMARK
KAREN SJØRUP
necessary for implementing gender mainstreaming
in the early 2005, a 1012-respondent survey was
conducted among Estonian civil servants and local government officials. The results of the survey
demonstrated that gender equality is considered
a new topic: 89.4% of the respondents were not
familiar with EU gender equality policies, 97.3%
In Denmark the gender mainstreaming strategy
did not know the strategic gender equality goals
was taken up as a national gender equality strategy
set in Beijing, 95% had no knowledge of CEDAW
in the year 2000, when a new gender equality act
and 80.4% were not familiar with the Estonian
was passed in the Danish parliament.
Gender Equality Act. With 88.7% of civil servants
having never participated in any gender equalityrelated training, nearly 59.3% of the respondents
said they were not interested in the topic.
According to this act gender must be integrated
into all planning and policy making in the public
sector. Public authorities shall, within their respective areas of responsibility, seek to promote
We may well presume that building the knowledge-
gender equality and incorporate gender equality in
and skills-base necessary for implementing gender
all planning and administration.
mainstreaming is a challenge for Estonian gender
trainers for many years to come. Being themselves
at the start of their gender mainstreaming trainers’
careers, an Estonian-language handbook for trainers like this one is an instrument whose value is
hard to overestimate. Drawing on European best
practice, expertise and long-term experience of
trainers of gender mainstreaming in countries participating the project the handbook helps promote effective learning and enhance professionalism
of Estonian trainers of gender mainstreaming.
http://www.vm.ee/estonia/kat_399/4188.html
Additionally the act states that ‘Public committees, commissions and similar bodies set up by a
minister for the purpose of laying down rules or
for planning purposes of importance to society
should consist of an equal number of women and
men.’ ‘Authorities or organisations, which are to
suggest a member for a committee, etc. in compliance with section 8 above shall suggest both a
woman and a man’.
For the purpose of gender mainstreaming public
policy and planning a high level steering committee was set up to take the lead of the process in
http://www.sm.ee/eng/pages/index.html
each Ministry.
http://www.enut.ee/enut.php?keel=ENG
Every second year, ministries, state institutions
and state-owned undertakings shall prepare a report on gender equality. State institutions and
state-owned undertakings shall prepare reports
only if their number of employees exceeds 50. At
least every second year, the local council and the
county council shall submit a report on gender
equality among local and county authority employees to their citizens. Such reports shall be subject
to adoption by the local council and the county
25
CHAPTER 3
and organs that enter into a gender mainstreaming
process.
It seems that the overall problems of the gender
mainstreaming strategy are:
• That it is not considered a necessary and important strategy by the people actually in charge of it,
• That insufficient funds are allocated to this activity,
DANISH GENDER MAINSTREAMING TOOLBOX
council. Such reports shall include information on:
• That it is in practice often difficult to uphold
the interest from the responsible top level civil
servants.
(i) Whether the local authority or the county au-
In 2004 the Congress of the Danish trade unions
thority has formulated a policy on gender equality
(LO) decided that gender mainstreaming should
and if so, the detailed contents of such policy; (ii)
be integrated into the activities of the congress.
the gender distribution across job categories; and
This means in practice that gender mainstreaming
(iii) any other matter deemed to be of importance
should be integrated into the training of shop ste-
for the efforts made by the local authority or the
wards, that there should be a focus on the gender
county authority in respect of gender equality.
wage gap, that women should be trained to join
In order to report on the progress of the municipalities the minister of gender equality set up a
web portal ‘Mapping Denmark’ in which the gender equality successes of the municipalities are
mapped in order for them to compete on attracting new citizens.
It is remarkable that even though an ambitious
plan was made in the 2000 act, considerably little happened. Since the act passed, the government changed twice. The members of the new
trade union political posts etc. The LO made a
great effort in the last year to put the policy into
practice. However it seems to be difficult to depart from the previous women’s strategy and to
make men commit themselves sufficiently to the
strategy. It is probably also seen as a dividing strategy jeopardising the unity of the trade unions, although the strategy is actually quite successful.
In the business sector only the larger companies
seem to engage in the gender mainstreaming stra-
government of liberal/conservatives were not the
creators of the act, and seem not to have accepted
the grandeur of the plan. Since it came into power the funds allocated to gender equality policies
except for special programmes aiming at battered
women, trafficking in women or the advancement
of women executives have been more than scarce.
The minister’s department in 2004 made a tool
box both in a sense of a literal box with a hammer,
a measure band, and a light in order to show the
basic ideas of measuring through statistics, stating
your case and enlightening the differences, and a
tool box of methods to be used by organisations
26
ARTICLE ON PARENTAL LEAVE FOR FATHERS
CHAPTER 3
tegy, however there seems to be a tendency that
of the Ministry of Interior, Public Administration
the business sector prefer the diversity manage-
and Decentralization (law 1558/85) in order to im-
ment strategy, to make integration of gender and
plement programmes promoting gender equality.
ethnicity into a joint effort of management. This
The Secretariat is responsible for promoting and
is probably due to the fact that these companies
implementing gender equality (legal and actual)
are international companies influences by Ameri-
in all sectors (political, social, cultural, economic).
can management strategies. But it seems also that
In 1994, the Research Centre for Gender Equality
these companies act as role models. As the Danish
(KETHI), a Legal Entity under Private Law was
telecommunication company TDC that offers new
created and operates since then under the super-
fathers a 10 weeks leave with a full salary and send
vision of the General Secretariat for Equality. In
them a gift of baby nursing remedies.
2000, the Regional Equality Committees (art.6,
www.lige.dk
www.celi.dk
www.kvinfo.dk
par.2 of law 2839/2000) were established in the 13
Regions of the country, to address equality matters
at the regional level. Moreover, law 2839/2000 provides (art.6) the requirement for ensuring balanced
participation of men and women in decision making procedures in the public administration, in
entities of the public sector, entities of the private
sector, as well as in first and second degree local
GREECE
FOTINI BELLOU
administration agencies.
In Greece, gender mainstreaming has been one of
the 6 priorities of the National Action Programme
of the General Secretariat for Equality for the years
1999-2000 and 2000-2006. In order to carry out
this priority, the General Secretariat for Equality
developed a series of actions and policies. For example, it actively participated in designing actions
for the Third Community Support Framework and
The legal framework of Greece regarding gender
equality was established by the Greek Constitution of 1975 (art. 4 § 2). The principle of gender
equality was set as a certain aspect in the general
constitutional principle of equality, which stipulated that Greek men and Greek women are equal
the National Action Plan on Employment. This
cooperation produced significant results since many of the positive actions for gender equality were
integrated into Operational Programmes, such as
those of the Ministries of Labour, Development,
Education and Agriculture.
before the law and have equal rights and obligati-
The promotion of gender equality was further ex-
ons. This constitutional provision paved the way
panded by the clause of the article 116, § 2, of the
for the promotion of equal treatment of women
revised Constitution of 2001. Thus, previous de-
and men in the political, social and economic sec-
viations from the principle of gender equality we-
tors of the Greek state. An advisor to the Prime
re abolished and the commitment of the state to
Minister on Gender equality was appointed for the
undertake certain positive measures for the elimi-
first time in Greece in 1982. The General Secreta-
nation of discrimination against women was insti-
riat for Gender Equality was established in 1985
tutionalised. This provision, to the establishment
as a competent government agency in the context
of which women’s organizations played an impor-
27
CHAPTER 3
tant role, rendered Greek constitutional law in full
as an issue of concern that applies to the entire so-
compliance with the international and European
ciety and thus is treated by means of equality and
respective legal framework. It also vindicated the
not discrimination.
widely acknowledged argument that the principle of gender equality is better served if equality is
understood and implemented from the perspective of equal opportunities, since the latter enhance
social rights as well as the rule of law, while it effectively promotes respect and protection of human rights in a wider context.
The General Secretariat for Equality is committed
to support its strategic intervention by the following means:
• The promotion of gender mainstreaming;
• The implementation of specific positive ac-
Greece, mainly through the General Secretariat
tions during the period 2004-2008 conducive
for Equality, has initiated an integrated and cohesi-
with article 116, paragraph 2 of the Greek Con-
ve strategic intervention for the period 2004-2008
stitution which are materialized through the
which is bound to serve two major objectives. The
perspective of restoration of equality;
first objective is to highlight the salience of gen-
• The promotion of social dialogue with social
der equality at the national level. The second ob-
partners, syndicates and other groups regarding
jective is to promote the European dimension on
ongoing progress on gender equality issues;
gender issues in Greece. It has been declared that
• The gradual introduction of proactive legislati-
the promotion of issues related to the above stra-
on in areas of immediate concern such as the
tegic intervention constitutes a national priority
labour market and working conditions;
for Greece, which transcends political and party
differences.
The main rationale behind this twofold interven-
• The promotion of dialogue with all political
parties and NGOs focusing on gender equality
issues.
tion is the emancipation of gender issues from
In addition, Greece has announced the implemen-
the category of “marginal and special issues” and
tation of certain mechanisms through which gen-
their incorporation into the areas of the state’s do-
der equality and in particular it’s mainstreaming
minant national priorities, namely development,
will be attained. Some of the mechanisms men-
employment and social cohesion. Importantly, it is
tioned below although announced, they have not
admitted that Greek women, comprising the ma-
fully materialized at the time of writing. However,
jority of the Greek population (52%), face major
it would have been a serious omission not to in-
problems as regards their inclusion in the social
clude them in the handbook since they comprise
and economic structures. Therefore, in no way th-
Greece’s official strategy on gender equality and
ey should be regarded as a “special” or “vulnerable”
mainstreaming.
social group. In this light, the Greek government
has declared that an increased commitment should
be undertaken by the state in order to provide for
the Greek women citizens.
28
MEANS AND MECHANISMS FOR THE
IMPLEMENTATION OF POLITICAL STRATEGY
More specifically, the first mechanism includes
the re-organization and further improvement of
the services provided by the General Secretariat
for Equality through its political and organizati-
To date, issues regarding equality between men and
onal upgrading. The second mechanism involves
women are discussed in Greece mainly through the
the immediate establishment of a new national
perspectives of individual and social rights, which
forum, the Committee for Equality between Men
is undoubtedly an important approach. Accordin-
and Women, as a permanent structure for dialogue
gly, the General Secretariat for Gender Equality
between governmental agencies and respective
regards gender equality not as “feminine issue” but
NGOs aiming at formulating legislation on gender
CHAPTER 3
equality as well as monitoring progress in the im-
To conclude,it has to be pointed out that as re-
plementation of respective policies. The establish-
gards gender mainstreaming Greece is committed
ment of such a Committee is considered crucial
to European standards and has initiated a number
especially at times when difficult economic and
of important legal provisions in this direction.
social circumstances may sideline gender equality
However, it is widely admitted that there is a gap
issues from the political agenda. The Commit-
between the existence of the legal framework and
tee will have a two-year term and will consist of
comprehensive implementation. As regards the
the Minister of Interior, Public Administration
latter there is still progress to be made.
and Decentralization (President), the Secretary
General for Equality as a member, the General
Secretaries of six Ministries (National Economy,
Development, National Education and Religions,
Agricultural Development and Social Protection,
www.epeaek.gr
www.kethi.gr
www.isotita.gr
Health and Social Solidarity) as well as representatives from local government, trade unions and
other social partners, including NGOs.
Moreover, the General Secretariat for Equality has
suggested the expansion of the Ombudsman as to
include an additional substructure, the “Equality
Circle”, aiming at monitoring the implementation
GERMANY
CORNELIA SCHMITZ
gender equality nationwide. In addition to the establishment of new structures, the General Secretariat for Equality has been committed to further
improve existent structures and capitalize on their
hitherto experience. This applies to the Research
Centre for Gender Equality (KETHI) but also
to three state structures. More specifically, there
has been a commitment for the rejuvenation and
re-organization of the erstwhile Inter-Ministerial Committee for Gender Equality in order to
coordinate with the National Committee for the
Equality between Men and Women for a comprehensive implementation of gender mainstreaming.
The current legislative situation concerning equal
Equally important is considered the strengthe-
opportunities of women and men is based on the
ning and further mobilization of the Permanent
Basic Law of the Federal Republic of Germany
Committee for Equality and Human Rights in the
from 1949. Here it was laid down in Article 3, § 2
Greek Parliament, which was established recently
as one of the Basic Rights: „men and women shall
under the new Parliament’s Regulation. Finally,
have equal rights„. After the unification of Germa-
the constant support and monitoring of the work
ny in the course of a general reform of the Basic
of the Regional Committees for Equality in the 13
Law, it was amended in 1994. Now the implemen-
Regions of the country is regarded another me-
tation of equal rights was defined as a duty of the
chanism through which gender mainstreaming will
state: It “shall promote the actual implementation
be realized.
of equal rights for men and women and take steps
to eliminate disadvantages that now exist“. To
29
CHAPTER 3
achieve this national objective, a series of legisla-
participation of the Federal Chancellery) the
tive acts has been passed to modify and complete
projects:„Gender mainstreaming in Personnel
the 1. Law on Equal Opportunities for Men and
Development“ and „Evaluation of the conse-
Women in 1958 (please see short chronology).
quences of legislation and in submissions to the
The implementation of gender mainstreaming on
the federal level started in June 1999, while according to the Treaty of Amsterdam, the Federal
Cabinet decided to make gender mainstreaming a
cross-sectoral policy, the „consistant principle guiding its governance“. Subsequently gender mainstreaming was integrated into the Joint Rules of
Procedure of the Federal Ministries. They state in
Section 2 that “all departments shall observe this
approach in all political, normative and administrative measures of the Federal Government”.
The two objectives defined in this context are:
• Equality
• Modernisation of institutions.
2. In the Federal Ministry of the Environment: „Gender Impact Assessment (GIA)
for the specialised task of the ministry“
www.bmu.de/gender/mainstreaming;
3. In the realm of Federal Ministry of the Interior, the Federal Agency for Civic Education is
carrying through the „Implementation of gender mainstreaming in the Federal Agency and
its products“. www.bpb.de/gender.
The results up to the present are among others:
1. Various tools and guidelines such as for example „Gender mainstreaming in the Preparation
of Legislation“ to check whether the legislative procedure in question is likely to have an
To implement those provisions an Inter-ministe-
equal-rights impact. This instrument has been
rial Working Group (IMA) was established under
tested for one year, has been through a process
the co-ordination of the Federal Ministry for Fa-
of evaluation and revision and has then been
mily Affairs, Senior Citizens, Women and Youth
transmitted to the ministries for application in
in May 2000 with heads of directorates-general
February 2004 through the State Secretaries’
from all ministries. This Inter-ministerial Working
Committee;
Group made a binding agreement that:
2. The „Knowledge Network“ (Wissensnetz), an
• Each department would implement at least one
online platform of the government on gender
project as a pilot project, subject to the stipula-
mainstreaming www.gender-mainstreaming.net;
tions required by gender mainstreaming;
3. The Gender Competency Centre (Gender-
• All ministries organise in their own responsibi-
KompetenzZentrum) that was founded in 2003
lity sensibility measures as well as further trai-
to sustain what has been achieved so far, and as
ning for their staff and management;
a central institution to advise, inform and car-
• Structures are to be build up and instruments
ry out research, and of course to support with
for the implementation of gender mainstrea-
a future orientation all the institutions of the
ming have to be developed;
Federal Government in the implementation of
• A scientific monitoring team was employed to
put into effect this large-scale process and to
carry out its evaluation.
30
Cabinet“ www.bmfsfj.de;
gender mainstreaming.
What is now the state of the affairs after almost
five years of implementation work of gender main-
During the first phase of implementation 33 pilot
streaming at federal level? There were a whole se-
projects have been set up in the departments. Ex-
ries of obstacles, resistances, setbacks but also of
amples of these are:
highlights and successes in these years. However,
1. In the Federal Ministry for Family Affairs, Se-
the process of implementation is still at the begin-
nior Citizens, Women and Youth i.e. (with the
ning and gender mainstreaming is far from a tran-
CHAPTER 3
sition into every day administrative practice. Nevertheless the awareness of the impact that the category „gender“ has on all decisions has massively
guilt, model of marriage on equal terms;
1979: Law on the Introduction of Maternity Leave;
grown. Now the second phase of implementation
1994: 2nd Federal Law on Equality of Men and
aiming at gender mainstreaming to be established
Women (Federal Law on the Promotion of Wo-
in a sustained manner throughout all ministries
men);
will be crucial.
In conclusion, it must also be pointed out that,
besides the implementation processes at federal
level, there are also 16 further processes underway – one for each German state – as Germany is
constituted as a federal republic. These processes
have been and are absolutely independent of each
other and are arranged very differently, likewise
in terms of competencies, resources or weighting.
The strategy is also employed at local government
level in cities and communities. Various NGOs,
trade unions, foundations and other organisations
are active in gender mainstreaming. However, this
2001: Reform of the Child Rearing Grant Law:
child-rearing grants, parental period, return to
a job of equivalent status;
2001: Right to part-time employment in accordance with the Law on Part-time and Time-limited Employment (TzBfG);
2001: Federal Law on the Enforcement of Gender
Equality in the Public Services, subsequent improvement of the Federal Law on the Promotion of Women;
2001: Agreement on the promotion of equal opportunities in the private sector, no equal opportunities legislation.
would be beyond the scope of this relatively short,
introductory overview on how the implementation of gender mainstreaming is being effected in
Germany; that is why here only the work at federal
level is described. There is a very good overview
ICELAND
HILDUR JONSDOTTIR
on each individual German state on the Internet
under. www.gender-mainstreaming.net. The Deutsche Städtetag (Association of German Cities and
Towns), as umbrella organisation of all the cities
and communities in Germany, has also compiled
a whole range of material on its homepage under
www.staedtetag.de. However, both offers are only
Iceland is a member of the European Economic
partially presented in English.
Area, and thus a so-called associated partner to
Chronology of the legislation enacted on the gender equality of men and women:
1958: 1. Law on Equality of Men and Women:
right of a married man to terminate working
the EU and not a member state. The legal framework for gender mainstreaming that for the EU
member states derives from the Amsterdam Treaty does not apply to Iceland.
relationship of his wife is revoked, parental
In the National Action Plan on Gender Equality
authority instead of paternal, but final say re-
(1998-2002), the government of Iceland declared
mains with the father, model of the „housewife
the implementation of gender mainstreaming as
marriage“;
the main objective of the plan.
1977: 1. Legislation on the Reform of Matrimonial and Family Law: broken marriage principle
in the event of divorce instead of principle of
Since 1986, an action plan like this (also on gender
mainstreaming?) has been submitted to the parliament on a regular basis, along with a report on
31
CHAPTER 3
the progress of the earlier plan. The parliament
ons for the general understanding of what gender
then adopts these plans in the form of a resoluti-
mainstreaming implies. To state this even more
on. The concept of gender mainstreaming appea-
boldly: There is no shared consciousness in the
red in these plans for the first time in 1998: “The
political system that gender mainstreaming is a le-
overall principle of the action plan is that a gender
gal requirement. The gender equality action plan
perspective shall be incorporated into all aspects
of the government can be said to reflect a political
of policy-making, decision-making and activities
will, endorsed by the parliament, but the action
of the state.” This ambition is further underlined:
plan suffers from a lack of respect by the political
“The government will make an effort to incorpora-
system as a whole.
te gender perspective into all national policies and
decision-making. Gender mainstreaming entails
that gender equality is consciously considered in
all planning processes. All actors involved in policy-making and decision-making need therefore to
be knowledgeable in the field of gender equality.”
ming implementation provided by the act consist
of: 1) an overall responsibility by the ministry of
social affairs; 2) The governmental national action
plans adopted by the parliament every fourth year that list activities, projects and priorities by the
The National Action plan was revised in 2001, and
government and by each ministry; 3) Equal oppor-
another one was adopted for the years 2002-2004,
tunities consultants within each ministry (from
with the same emphasis on gender mainstrea-
the year 2000), who shall monitor activities within
ming.
the ministry and institutions under the auspices of
The Icelandic Act on Gender Equality, current
edition adopted in 2000, provides though the following basis for gender mainstreaming: “The aim
of this Act is to establish and maintain equal status
and equal opportunities for women and men, and
thus promote gender equality in all spheres of the
the ministry; 4) Gender equality action plans that
ministries and other state institutions are obliged
to make; 5) The National Centre for Gender Equality that shall provide education, counselling and
proposals to the authorities and to monitor the
implementation of the act.
society. [ ...] This aim shall be reached by: a. gender
In spite of the highly ambitious declarations of
mainstreaming in all spheres of the society, b. wor-
the governmental intent to gender mainstream all
king on the equal influence of women and men in
public policy-making given in the 1998 plan, no
decision-making and policy-making in the society,
task force, cooperation structure, inter-ministerial
[ ...] f. analysing statistics according to sex, [...].”
working groups, projects or education plans were
The above quotations from the Icelandic Act on
set up in order to work on this aim.
Gender Equality are taken from the English trans-
As one of the forthcoming tasks of the govern-
lation published on the website of the ministry of
ment listed in the National Action Plan from 1998,
social affairs, that also has an overall responsibi-
was the establishment of a committee, whose
lity for gender equality. The translation uses the
mandate would be to investigate “if, and to what
explicit term gender mainstreaming, while the
extent gender equality perspectives were incorpo-
original text in Icelandic has a much more vague
rated into public policy-making.” This committee
expression that in English could mean only that
was established in the year 2000 and published its
gender equality perspectives should be considered
report in 2003.
in policy-making. This difference of the Icelandic text of the law and the English version can be
said to reflect a terminological problem in gender
mainstreaming work in Iceland that has implicati-
32
The machinery available for gender mainstrea-
The committee concluded that gender equality
perspectives were often a factor of influence in policy-making, but that there were many examples of
CHAPTER 4
that gender perspectives were either insufficient-
third of the declared projects or activities listed
ly considered in the process of policy-making or
there were never implemented, and some more va-
not at all. The committee pointed out that know-
nished away somewhere along the way.
ledge about gender equality in general and gender
mainstreaming in particular was insufficient. The
committee recommended that an effort should be
made to educate public officials involved in policy-making, the status of the ministerial equal opportunities consultants should be strengthened,
and that the ministries needed to sharpen up on
their work on their gender equality action plans
that were often non-existent or didn’t measure up
to reasonable standards. According to the report,
even the National Action Plan itself suffered because of a gap between its declarations of intended
projects and activities on one hand, and a lacking
Following the appointment of a new minister of
social affairs in 2002, the ministry has made an effort to follow the recommendations of the committee. A new four-years Action Plan adopted in
2004, explicitly states that the ministry shall coordinate a gender mainstreaming process of the
governmental ministries, and education on gender
equality is listed as a collective task of the government itself. Therefore, training in gender mainstreaming implementation is now on the demand,
and this handbook could very well play a significant role in that effort.
implementation on the other. Approximately one
DIFFERENT APPROACHES IN
TRAINING FOR GENDER MAINSTREAMING
KAREN SJØRUP
general attitude for participants is that they start
out stating that ‘we already accomplished gender
In this chapter we present different approaches
equality in our country/organisation’. It is very
(modules and models) in training gender main-
important both to respect the milestones already
streaming that have been used – or “tested” by the
reached in order that participants are allowed to
partners of the project. We present them to show
feel proud of, what they already accomplished, but
examples of good practice for other groups, who
on the other hand it is also important to state the
are engaging in similar training courses. We want
facts with data in areas still lagging behind.
to show that it is very important to take into account the different background and work function
of participants in such training courses – and also
to take into account the cultural settings in the
different countries.
The first model was used by the Danish partner
in some the new EU partner countries, and it is
not one of the testing scheme that is part of this
project. We decided to present it as well, in order
to show that training gender mainstreaming could
We realise that we do not always meet, what we
be done in different ways, and that some models
expected. Sometimes we expect a much more
of training are better suited for one type of par-
open attitude, than we are confronted to, and
ticipants than other models are. We also want to
other times we are met with open arms. A very
make future trainers more aware of the choices
33
CHAPTER 4
they make and the possible pitfalls they might fall
Danish trade unions is different. The Congress of
into, or the possible successes they might celebra-
the Danish Trade Unions two years ago decided on
te using one or the other model.
a strategy to integrate gender mainstreaming into
The Danish model took as its point of departure
that primarily civil servants with limited knowledge of gender around Europe are now obliged
the Congress. The next model shows a model to
monitor the progress of such a strategy, which has
been used by the Danish partner.
to work with gender mainstreaming, as it is a part
The next two approaches were used in test training
of both national and European law that gender
in the four other partner countries in the project.
mainstreaming must be integrated into ordinary
The target groups of these testing courses turned
administrative and political practices. This ap-
out to be very different from many perspectives.
proach recognises that these civil servants need
First of all a lot of the participants had little or no
tools, methods and procedures to actually imple-
experience with gender mainstreaming and took
ment the strategy. Therefore this approach focu-
part in training for the first time. The test trai-
ses on these elements and not on sensitising the
nings were carried out by the German partners,
participants in training courses. There is accor-
assisted by local gender experts using a systemic
ding to this approach no need that civil servants
method for participation and sensitising, empha-
go through a sensitising process. The next method
sising also both the individual and the collective
also used by the Danish partner in relation to the
ownership to the training seminars.
TRAINING APPROACHES FROM THE
DANISH NATIONAL RESEARCH AND DOCUMENTATION CENTRE ON GENDER
KAREN SJØRUP
equality issues in the country;
• That gender mainstreaming is not a women’s
DISSEMINATION OF THE GENDER MAINSTREAMING
STRATEGY IN THE NEW MEMBER STATES OF THE
the situation of men as their subject.
EUROPEAN UNION BEFORE ACCESSION TO THE UNION
This approach could have been seen as an induc-
The Danish partner has been engaged in a num-
tive approach demanding from the participants
ber of gender mainstreaming projects in the Phare
that they should decide from their daily work and
Twinning and Twinning Light programme. Part of
experience what were the most important gender
two projects was to develop a gender mainstrea-
issues to deal with, and developing the theories
ming training curriculum that could work and be
and concepts from this work. But it has not been
developed in the different Twining countries, ty-
the case. We presented the participants a number
pically by the school of administration. The deve-
of theoretical concepts and preconceptions that
lopment of these training curricula took its point
dominated our trainings and which are often met
of departure in one or several test training courses.
with hesitation:
Some of the important principles in these training
• That gender is constructed socially and is not
courses are:
• That the participants take an active role in developing the training;
34
issue and that some of the themes should take
bound to biology or fate;
• That there are certain structural gender relations that runs through our European culture in
• That the participants choose the themes that
a partly similar form: The gender pay gap, that
we engage in as the most important gender
women take the overall responsibility for fami-
CHAPTER 4
ly obligations, that women have difficult access
ming in all its stages. The participants were asked
to a career, that women’s bodies are exploited
to use the goals they formulated in the first modu-
sexually and that women are often the victims
le in order to design a process and go through the
of sexualised violence. Whereas on the other si-
methodological questions.
de men are often marginalized in society if they
loose their jobs, get divorced, have an alcohol
problem etc.
The fourth module was to enable the participants
to learn from other countries by comparing different goals and methods. The role of examples of
The trainings have been constructed around four
good practice is both to encourage the partici-
modules:
pants and to show them that things they might
1. Facts about women and men, gender stereoty-
consider as impossible, are actually taking place in
pes;
2. Gender Equality Policies in a National, European and International Context;
3. Methods for gender mainstreaming;
4. Examples of best practice.
other countries.
Throughout the training courses the goals formulated by the participants in the first module were
considered in the followig modules as the objectives of a projected gender mainstreaming process.
When working with inductive methods, the first
In this way the participants hopefully learned to
module could be seen as an awareness-raising mo-
work in project groups across organisations or
dule. This module was initiated by two presenta-
fields of administration on gender mainstreaming
tions from trainers: the first about the statistical
projects.
gender inequalities in the country, and the second
about gender stereotypes presented in popular
mass media in the country. The participants are
asked to work in groups to formulate the most important gender equality goals in their country and
to document the importance of this goals through
statistics, illustrations from newspapers or magazines or through interviewing experts in the field.
AUDIT AND MONITORING
IN THE DANISH TRADE UNIONS
The Danish partner has been engaged in monitoring and reporting on the gender mainstreaming
process of some of the training activities and the
publications made by the Congress of Danish
Trade Unions.
This exercise was followed up by a PowerPoint
The Congress decided in 2004 to make the imp-
presentation for the whole group of participants
lementation of the gender mainstreaming strategy
in order to train the participants in oral presenta-
an overall goal of the Congress. This means that
tion in a foreign language.
they engaged in the task of:
The second module could be regarded a simple deductive learning module: It dealt about law,
about European (EU) strategies for gender equality and labour market, and about national law and
practice. In this module the participants were presented with a number of court decisions in order
to discuss how gender equality measures can be
acted out with legal instruments.
The third module presented gender mainstreaming methods, using the UNDP ten steps model
in order to show the process of gender mainstrea-
• Presenting training courses and publications in
a gender neutral way;
• Mix the trainers so that there is a balanced
number of male and female trainers;
• Make an effort not to suppress female participants in the courses and
• Offer special training for women, who want to
enter a career in the Federation as shop stewards, board members etcetera.
When preparing the auditing of the success of the
strategy in the practical training courses the observers presented the trainers a guide of the ques-
35
CHAPTER 4
tions and themes that they intended to monitor.
The female participants held themselves generally
They focussed on some of the same indicators
much more back than the male participants. One
that the congress itself worked with: Distribution
exception was when a middle-aged female partici-
of men and women among participants, teachers,
pant told a very convincing story about her own
the distribution of male and participants taking
teaching. Although the hierarchy hesitated to re-
part in the debate, how they did this etc.
cognise her contribution, she eventually gained a
The observers also analysed the micro-communication within the training courses, concentrating
high status within the course but without joining
into the informal male hierarchy.
on aspects like who is backing who up with small
The observers also audited some of the training
nods, small confirming assertions etc. The ob-
material and leaflets sent out for participants. The
servers realised that this micro-communication
general impression was that the Congress did an
means a lot more people normally realise. That
impressing effort to remove any negative gender
the male participants, or some of the male parti-
connotations in the material.
cipants, supported each other in this way, and that
they informally constructed a hierarchy through
this kind of communication. The trainers did not
react to this formation of an informal structure; they rather confirmed it through recognising
informally the hierarchy and also in one case by
taking part in the sanctioning of one young male
participant who did not seem to accept his lower
On the other hand they also efficiently hid any
hints to gender roles, any attempt to problematize the different positions of women and men in
society and that they did not provide trainers or
participants with any kind of gender knowledge.
In reality gender mainstreaming had turned into
gender blindness or sexlessness.
position.
IN
DIDACTICAL AND METHODOLOGICAL APPROACH
TRAINING GENDER MAINSTREAMING / GENDER WORKSHOP
KARIN DERICHS-KUNSTMANN
their construction, strategies and implementation of gender mainstreaming,
The didactical and methodological concept for
Gender Workshops within the GEcel-project joins
the central accesses of three different theoretical
approaches:
• The adult educational approach of subject orientation,
analysis of one’s own activity from the gender
perspectives,
• Capability: e.g. being able to act in a gendersensitive manner, being able to employ strategies for implementing gender mainstreaming.
• Social scientific gender theories and
These three levels of gender competency form the
• Systemic theories on organisational develop-
framework to which the structure of the work-
ment.
GOALS OF GENDER WORKSHOPS
36
• Attitudes: dealing with one’s own gender role,
shops is geared: information (knowledge), sensitisation (attitude) and transfer (capability).
The key goal of Gender Workshops / Gender Trai-
Participants in Gender Workshops want to expand
ning is the acquisition or improvement of gender
their individual competencies, but above all their
competency. The levels of gender competency are:
competency to act in respect of the demands in
• Knowledge, i.e. on gender relationships and
their respective (occupational) context of action.
CHAPTER 4
The following goals result thereof for the Gender
⁄A further requirement for the trainers results from
Workshops:
the necessity of field competency. This means e.g.
• Acquisition or improvement of gender compe-
with international workshops that a person in
tency,
• Sensitisation for organisational dimensions of
gender mainstreaming,
the team should belong to the respective national
context. In the case of other workshops, it can be
e.g. sensible that a person in the team possesses
• Getting to grip with the opportunities and
competencies in the specialist field of action of
constraints of the gender mainstreaming con-
the participants and the other person is rather an
cept in the respective context of action,
experienced trainer.
• Development of implementation projects for
introducing gender mainstreaming in the field
of action of the participants and
• Discussion on the necessary strategic procedures.
PARTICIPANTS
The participants in Gender Workshops are regarded as partners of equal status in the teachinglearning process. Each person participating is accepted as an individual by the other participants
The targets of the gender mainstreaming concept
(trainers and participants) and is respected in his
are organisational processes of change. Accordin-
or her individualism and subjectivity (principle
gly, the implementation of gender mainstreaming
‘Acceptance/Respect’, see box).
requires organisational learning in the practice
of organisations and enterprises. In turn, organisational learning demands learning processes of
individuals, but always necessitates as well a look
at structures and needs for action in the organisations.
The contexts of experience and action of the participants are the focus of the learning event. Each
and every participant at the seminars takes an individual look at the reality, guided by experience,
(principle ‘Constructivism’). This is not questioned but queried. The structure of the seminar
makes possible an understanding on the different
REQUIREMENTS FOR TRAINERS
viewpoints.
Gender workshops should be led by a team formed
All the participants – independent of their sex
on the basis of the Duo principle. This means the
– have an equal opportunity to participate in what
team should be comprised of at least two persons
is happening in the seminars. The – possibly – dif-
who are equally qualified, but who bring in sup-
ferent interests and learning needs of men and
plementary competencies. In general, gender duos
women are taken into account in the contents and
are formed by a man and woman. However, given
structure of the event (principle ‘Gender sensiti-
certain requirements, the duo also can be made up
vity’).
of two persons of the same sex with different special competencies.
It is favourable for the targeted working out of
results transfer in Gender Workshops that the
The trainers for Gender Workshops need in a
participants are engaged in comparable or even
comprehensive sense gender sensitivity and gen-
in the same fields of action. Good learning pos-
der competency. This means they should possess
sibilities result from the exchange of conditions
well-grounded knowledge in organisational socio-
of action and the already existing experiences of
logy and in gender theories and gender research.
gender mainstreaming implementation. The joint
Likewise, many years of practice in adult educati-
learning of participants out of different fields of
on and the orientation to subject-orientated adult
action requires another methodological procedure
educational principles are important (see box).
and stronger intervention by the trainers.
37
CHAPTER 4
EIGHT PRINCIPLES OF EDUCATIONAL WORK
THAT MEETS THE NEEDS OF ADULTS1
ACCEPTANCE / RESPECT
EACH PERSON PARTICIPATING IS ACCEPTED AND RESPECTED AS AN INDIVIDUAL BY THE OTHER PARTICIPANTS.
PARTICIPATION
EACH AND EVERY PARTICIPANT HAS THE POSSIBILITY TO ASK QUESTIONS AND CONTRIBUTE HIS OR HER OWN IDEAS TO
THE GROUP PROCESS. THE GROUP PROCESS IS ORGANISED IN SUCH A WAY THAT EVERYONE IS JOINTLY INVOLVED.
CONSTRUCTIVISM
ALL THE PARTICIPANTS IN THE SEMINAR PROCEEDINGS TAKE AN INDIVIDUAL LOOK AT THEIR REALITY, GUIDED BY THEIR
EXPERIENCES. THE ORGANISATION OF THE SEMINAR ENABLES AN UNDERSTANDING ON THE VARIOUS VIEWPOINTS.
GENDER SENSITIVITY
ALL THE PARTICIPANTS – INDEPENDENT OF THEIR SEX – HAVE AN EQUAL OPPORTUNITY TO PARTICIPATE IN THE SEMINAR.
THE – POSSIBLY – DIFFERENT INTERESTS AND LEARNING NEEDS OF MEN AND WOMEN ARE TAKEN INTO ACCOUNT IN THE
CONTENTS AND STRUCTURE OF THE EVENT.
TRANSPARENCY
ALL THE PARTICIPANTS KNOW IN ALL THE PHASES OF THE JOINT WORK WHAT IS HAPPENING AND WHAT GOAL IS
ASSOCIATED HERE.
„GESTALT“
THE JOINT PROCESS OF WORKING TOGETHER HAS A „GESTALT“. THIS MEANS THAT ALL THE WORK PHASES ARE
CONNECTED WITH EACH OTHER AND THE EVENT HAS A COMMON START AND A COMMON END.
TRANSFER
CONSIDERATIONS ON THE TRANSFER OF PROCESSED QUESTIONING IN THE EVERYDAY PRACTICE ARE PART OF THE JOINT
LEARNING PROCESS.
REFLECTION / EVALUATION
THE JOINT REFLECTION ON THE WORKING PROCESS IN THE GROUP IS AN ESSENTIAL PART OF THE WORK. THE JOINT
EVALUATION OF THE SEMINAR – PARTICULARLY WITH „TRAIN THE TRAINER“ SEMINARS – IS A GENUINE PART OF THE
SEMINAR PROCEEDINGS.
PLACES OF LEARNING / FRAMEWORK CONDITIONS
seminar and enables a smooth running of the se-
It is usual in many areas to hold Gender Work-
minar.
shops on the premises of the enterprises and administrations organising the events. This setting
runs the risk of being exposed to disturbances
from the work taking place in the same building. A
seminar room outside the enterprise with the necessary technical equipment suitable for a seminar
(video/ overhead projector, moderation materials,
flipcharts, pin-boards etc.) facilitates that the participants concentrate on what is happening in the
1
Gender Training or Gender Workshops are offered with different duration. We describe events
of a period of less than two days as Information
Events. Within the framework of GEcel, particularly seminars with duration of two days were held.
The exception was a seminar in Berlin with duration of five days. We consider the length of a seminar of two days as the minimum requirement, in
Karin Derichs-Kunstmann: Principles of educational work that meets the needs of adults. Regarding the adult educational concept
of the project Gender Qualifying. Recklinghausen December 2004, unpubl. manuscript
38
CHAPTER 4
order to be able to work out jointly the necessary
transfer of one’s own field of action.
whether they should be further worked on.
Methodologically speaking, the principle of “Gestalt” means that the individual work steps of the
METHODOLOGY
workshop are built upon each other and are linked
The didactical and methodological principle of
to each other as in a chain. This means therefore
the Gender Workshop is orientated towards eight
for all the participants that a selective participati-
principles of educational work that meet the needs
on to some sequences on the workshop only is not
of adults:
desirable and that this goal-directed structure is in
1. Acceptance / Respect
the interest of the objective of the joint working
2. Participation
out of results. The principle of “Gestalt” is close-
3. Constructivism
ly associated with the principle of ‘Transparency’.
4. Gender sensitivity
The function of every single work step shall be
5. Transparency
transparent for all the participants. The seminar
6. “Gestalt/Structure”
managements are required to make clear in every
7. Transfer
working phase which function the respective work
8. Reflection / Evaluation
step has within the entire seminar proceedings.
The eight principles of educational work that
The principle of gender sensitivity has as conse-
meets the needs of adults (see box) have conse-
quence the methodological organisation of semi-
quences for the methodological structuring of the
nars, whereby in the seminar process the – possibly
Gender Workshops. The principles of ‘Acceptance’
– different communication and interaction forms
and ‘Participation’ require that the expectations of
of the participating men and women are reacted
the participants are documented at the start of the
to. It should be made possible for all participants
seminar and during the seminar this issue is taken
– men as women –, depending on their learning
up again and again. A check is jointly made on the
history and learning needs, to get involved in what
extent to which the expectations were fulfilled or
is happening at the seminar. This is supported th-
WRITING DOWN THE GROUP RESULTS IN A GENDER SEMINAR
39
CHAPTER 4
rough the use of participative methods (principle
case of workshops involving managers from orga-
Participation) as well as through joint reflection
nisations or interest representatives, the emphasis
phases (principle Reflection/Evaluation). The joint
is laid on the sensitisation rather at the organisati-
reflection relates to aspects of content and metho-
onal level of the enterprise (e.g. gender hierarchy
dology of the seminar proceedings.
in the enterprise). In the case of workshops with
The aim of Gender Workshops is to convey gender
competency in such a way that joint implementation projects within the meaning of gender mainstreaming are developed from and for the context
of action of the participants (principle ‘Transfer’).
seminar organisers, the sensitisation takes place
e.g. through dealing with one’s own gender-related
behaviour. In the case of other seminars with managers, e.g. exercises on the attitudes to women or
men in management positions are used.
The structure of the respective workshops is clo-
This adult educational concept forms the didacti-
sely geared to the demands emanating from the
cal and methodological basis of the Gender Work-
respective fields of action of the participants. This
shops in GEcel-project. The concept was adapted
relates particularly to the phase of implementation.
to the respective national requirements by the
But also the methods on sensitisation are chosen
teams running the Gender Workshops in Germa-
differently depending on the target group. In the
ny, Estonia, Greece and Iceland.
DIFFERENT LEARNING ARRANGEMENTS TO SUPPORT
CHANGE FOR GENDER MAINSTREAMING IMPLEMENTATION
HEIDEMARIE WÜNSCHE-PIÉTZKA
culture in the team, in the group and/or in their
organisation.
Starting from the conviction that gender mainstreaming aims at a shift of paradigm and far-reaching
changes in society, all teaching and learning offers
have to take into account the situation of the participating individual person - learning for her/his
self and at the same time learning in her/his social
COMMON AND MUTUAL LEARNING
The target group oriented design of the process of
common and mutual learning1 needs high attention in all offers for individual and team/organisational learning.
and occupational surrounding as part of a group
Common and mutual learning means that partici-
involved in challenging change. The individual
pants in the offered learning arrangements:
women and men are at the same time “agents for
• Learn from each other by exchange of know-
change” regarding their occupational surrounding
or field of activities as well as their very own personal behaviour and interaction.
As regards the design and planning of change processes in general a very clear idea is necessary on
what should be learned by the involved persons
individually the one hand. On the other hand you
have to have a clear idea on what groups or teams
ledge and experience,
• Generate at the same time individually new
or deeper insights, knowledge and experience
which they integrate in their individual mindmaps,
• Discover commonly the new challenges for
their own special purposes in their social interactions.
have to learn commonly to be successful in cre-
Common and mutual learning is a flowing process
ating a new gender adequate set of values, a new
of mental interactions in communicative exchange.
1
Schymroch,Hildegard / Wünsche-Piétzka, Heidemarie, Designing the future together: A model seminar conducted by a DUO,
Circular 3 / 4 - 2000, Women’s political education for equal opportunities, pp.21
40
CHAPTER 4
It is an important precondition for integrating the
and complex questions freely and creatively, listen
experience of others in the own mental landscape
to each other intensively, that there is not any idea
as an usable resource for activities.
fired beforehand. On the contrary in a discussion
ORGANISATIONAL LEARNING
Learning in and of groups/teams generating organisational learning processes and results makes a
difference in comparison to individual learning.
Organisational learning focuses on inner-organisational learning processes in the organisation
concerned. It generates organisational knowledge
different opinions are presented and defended
and the participants look for the best arguments
for current decisions. Dialogue and discussion can
complete one another potentially. But most teams
don’t have the capability to differentiate between
the both and to change between them conscious-
ly.”3
regarding the systemic cognition, value patterns,
These insights are important in designing learning
organisational culture, rules of behaviour and rou-
arrangements for different target groups and their
tines of practice. It needs special methodological
needs and interests in special or various aspects of
approaches, other methods than used in general
gender mainstreaming implementation. When de-
adult education, e.g. dialogue methodology, large
veloping and offering target group oriented and
group interventions like Preferred Futuring, Open
process oriented learning arrangements, it is ne-
Space Conferences, Appreciate Inquiry et alia.
cessary to make clear distinctions in naming the
Special interactive methods and procedures of
different offers for promoting gender mainstrea-
common and mutual learning are necessary which
ming. The general denomination “gender training”
enable common strategic thinking by the involve-
for example is imprecise and bleary, especially for
ment of a larger group of persons/experts contri-
clients and potential participants because it does
buting in organisational change processes.
not allow any clear picture of the content.
Peter Senge, the president of the Society of Orga-
Therefore we differ our offers for promoting gen-
nisational Learning (SOL) describes the difference
der mainstreaming in:
between individual and organisational learning as
• Sensitisation workshops, aiming at the deve-
follows: “Up to a certain extent individual learning
lopment or enhancement of individual gender
is irrelevant for organisational learning. The single
sensitivity for various target groups,
2
individual can learn permanently while the enter-
• Introduction / information seminars or work-
prise / the organisation does not learn anything.
shops, aiming at knowledge transfer regarding
But if learning is done in teams they develop into
the basics of gender and/or gender mainstrea-
a micro-cosmos for the learning in the entire orga-
ming as cross-sectoral policy for special target
nisation. Gained understanding is put into action
groups put in charge of implementation, or for
– developed skills are passed on to other individu-
mixed target groups to become familiar with
als or teams ... The performance of the team can
the subject,
become the example for the learning in the whole
• Gender mainstreaming workshops, as a gene-
organisation. Discipline in team learning means for
ral interactive introduction into the subject of
the participants to know about the techniques of
mainstreaming gender as well as the necessary
dialogue and discussion, e.g. they are ready to use
special methodology and procedures (carried
two different methods of talks within teams. It’s
out in reference to the special occupational/or-
significant for a dialogue, that they search subtle
ganisational/administrative tasks of the partici-
2
3
Wünsche-Piétzka, Heidemarie, Gender Mainstreaming im Freistaat Sachsen, Konzept zur Umsetzung von Gender Mainstreaming
auf unterschiedlichen Ebenen und in verschiedenen Bereichen, esp. pp. 98 - 90
Senge,Peter, The Fifth Disciplin. The Art and Practice of the Learning Organization, 1994, pp. 256
41
CHAPTER 4
pants) or in the deepening of implementation
participants the first encounter with the subject
skills,
of gender mainstreaming as well as with a lear-
• Training of trainers for gender mainstreaming
ning arrangement of an interactive participatory
implementation, aiming at an advancement trai-
approach designed as a workshop in compari-
ning of those target groups which are responsible
son with well-known frontal teaching (please see
for designing, leading or supporting the learning
Chapter 3.1).
processes for change in organisations/administrations by mainstreaming gender.
GENDER MAINSTREAMING WORKSHOPS
Whereas the introductory / information work-
INTRODUCTION / INFORMATION WORKSHOPS
shops provide a general overview enabling the
These kinds of learning arrangements are mostly
connectivity for participants acting in different
implemented for mixed target groups to make fa-
professional fields, the main focus in gender main-
miliar with the subject, especially to deliver expla-
streaming workshops is directed to develop a ba-
nation and arguments for the necessity of gender
lanced awareness. Besides knowledge experience
mainstreaming and its cross-sectoral implementa-
regards the content as well as the methodology
tion. In doing so the participants get very often an
and procedures of mainstreaming gender as a po-
sudden insight in the difference between the well-
litical and administrative task in a broader or nar-
known women’s empowerment policies, in policies
rower organisational framework are given. One of
of affirmative actions and the comprehensive sys-
the main purposes of these offers is to transfer the
tem-oriented approach of gender mainstreaming.
knowledge gained on thematic aspects, methods
Workshops of this kind enable the participants to
and procedures to a certain extent into personal
define easier their own position regarding their
and group experience.
involvement in implementing the cross-sectoral
policy.
Therefore the participants of gender mainstreaming workshops work for example in different
Within the GEcel-project, the testing in Estonia
settings with theoretical input (mostly supported
was designed and carried out as an Introductory
by transparencies, schemes, worksheets) from the
Workshop of two days. It was for the most of the
fields of
SELFPRESENTATION OF THE PARTICIPANTS IN A GENDER TRAINING
42
CHAPTER 4
• social science,
TRAINING OF TRAINERS FOR GENDER
MAINSTREAMING IMPLEMENTATION
• organisational science,
The point of departure for developing Training of
and especially gender theory aspects in all of the
Trainer models is the task of the target group itself
above named fields, to transfer the knowledge gai-
to design learning for gender mainstreaming and
ned into their special field of practice. They learn
gender mainstreaming implementation as (syste-
to design a gender mainstreaming process for a
mic) change processes in organisations.
• political science,
specific organisation starting from top-down and
backed up by bottom-up activities and methods
like large group interventions (to include as much
as possible persons or groups successfully in the
responsibility) for mainstreaming gender.
Training of Trainers means to offer learning arrangements
• for the trainers generally experienced in adult education to learn about:
1. The subject of gender mainstreaming as a shift
They have the possibility to carry out a compre-
of paradigm for the societies striving for sustai-
hensive gender analysis either in a part of their
nability.
own organisation or in their field of activities.
Based on gender analysis participants can develop action plans, pilot projects or comprehensive
systemic approaches to integrate gender mainstre-
2. Various gender mainstreaming tools and methods.
3. Various conditions of gender mainstreaming
implementation.
aming implementation within the organisation or
4. The target groups of training, especially diffe-
to put it into practice in the external field of acti-
ring male and female participants and gender-
vities of the organisation.
related aspects of group dynamics.
So participants can benefit from the opportunity
to deepen the methodological skills for initiating
and stimulating change processes by:
• Integrating gender analysis methods into their
own and the organisation’s toolbox,
• Anticipating the connecting of organisational
and human resources development,
• Arranging team learning situations like dialogue
5. Methodological and didactical aspects for individual and organisational learning.
6. DUO work of female and male experts conducting a training.
7. In-process dialogue workshop on themes and
methods.
8. Reflection arrangements.
Training of Trainers means to offer learning arran-
sessions for slowing down the process of com-
gements
munication and promoting common strategic
• for the trainers to adapt by themselves adequately for
thinking,
• Trying to integrate resistance against gender related or gender based changes,
• Raising awareness for different male and female behaviour in communication, decision-making, problem solving and the benefit of these
differences for sustainable developments and
improvements,
• Exercising various methods of individual and
team/group reflections to enhance self-evaluation capabilities.
the different target groups, by working on:
1. The various aspects of gender mainstreaming
learned and experienced as a shift of paradigm
for societies striving for sustainability.
2. Their context and conditions of gender mainstreaming implementation.
3. Process design of gender mainstreaming (including responsibilities).
4. Good practice and unsuccessful examples of
gender mainstreaming implementation.
5. Procedures and methods of gender mainstreaming implementation.
43
CHAPTER 4
6. Methods for gender analysis.
DUO-WORK METHODOLOGY
7. Controlling.
A main purpose in these workshops is the orienta-
8. Evaluation of a gender mainstreaming process
tion on DUO work, building of trainer-DUOs and
and its results.
exercising its work on different levels. Our DUO
In acting as trainers of trainers we are in a certain
sense also learning coaches for the participants delivering support for making various subjects com-
– working methodology means in the context of
gender mainstreaming:
• A woman and a man – each of them a gender
mainstreaming expert and an expert in her/his
patible for their demands and professional fields
special field – create a learning arrangement for
of activity. In short terms: We have to develop the
the participants exercising dialogical interdisci-
skills of trainer-DUOs, so that will able to open in
their target groups and the organisation they are
working with, the so-called “Window of innovati-
plinary co-operation.
• They refer to each other and make their differences and variety of approaches visible using
on and change (WIC)”; this window will lead to
these differences for broadening the awareness
a well balanced triad of sensitization for gender
of gender aspects as well as enhancing the at-
perspectives in the field, knowledge transfer about
tention for the needs of male and female parti-
the philosophy and concept of gender mainstreaming and its procedures as well as methods and
tools for transfer to individual and organizational
cipants.
• Like this the participants are going to be sensitised for male and female methodological and
learning.
didactical approaches. They will be enabled to
recognise the benefit and the added value of
“WINDOW OF INNOVATION AND CHANGE (WIC)”
KNOWLEDGE
SENSITIZATION
ABOUT PHILOSOPHY
FOR GENDER
PERSPECTIVES IN
THE FIELD
WIC
& CONCEPT OF
GM & ITS
PROCEDURES
METHODS & TOOLS FOR
TRANSFER TO INDIVIDUAL
& ORGANISATIONAL
LEARNING
TRAIN THE TRAINER FOR GENDER MAINSTREAMING IMPLEMENTATION IN ORGANISATIONS / STRATEGY 21
44
CHAPTER 4
various approaches, different styles of commu-
menting the planned workshop design. This com-
nication and behaviour in interactive and parti-
mon competence is also one of the preconditions
cipatory learning arrangements.
for a fruitful process of co-operation between the
• The DUO makes its work as well as its ongoing
common and mutual process of learning transparent for the participants. By doing this the
DUO builds synergies for solving the tasks of
creating a learning atmosphere for change processes, for a new culture of individual and organisational learning and makes implementing
gender mainstreaming understandable as a part
of respecting diversity.
• At the same time this duo option contributes
to promote the development of the gender
mainstreaming concept on the base of an inspiring interdisciplinary and intercultural learning
situation.
DUO and participants in a common and mutual
learning process.4
Preparing a trans-national learning offer conducted by a trans-national DUO allows a special way
of co-operation that results in convincing team
work. Even this higher quality in mediating content and methodology has to be achieved in promoting gender mainstreaming implementation in
general and on the meta-level in the learning arrangement.
TARGET GROUP ORIENTED MIXTURES
OF LEARNING ARRANGEMENTS
In the different GEcel-testings in Iceland (please
The DUO work process needs generally a longer
see report in Chapter 3) we carried out a gender
lasting and intensive preparation process. Espe-
mainstreaming workshop with elements of a Trai-
cially when a module for creating the first joint
ning of Trainer model. The modulation, in a cer-
learning offer is going to be conceived on the
tain sense customisation – can become desirable
basis of different socialisation and/ or cultural
in the course of the workshop when participants
backgrounds. Only with in this common prepara-
express themselves on their expectations what th-
tory work the trust in the common competence
ey want to learn as well as in a joint agenda set-
– based on the competencies of the partners – in
ting. It depends on the priority which the group
this new field of DUO activities can grow. This
and the trainers give these desires and, last but not
common competence is the precondition for go-
least, on the flexibility of the DUO in changing
ing beyond the simple co-operation consisting in
the process design of the workshop very quickly in
divided exclusive responsibility for parts of imple-
the expected quality.
WORK IN A SMALL GROUP
4
Schymroch, Hildegard/ Wünsche-Piétzka, Heidemarie, Designing the future together: A model Seminar conducted by a DUO,
Circular 3 / 4- 2000, women’s political education for euqal opportunities, p. 23
45
CHAPTER 5
REPORTS ON GECEL GENDER TRAININGS /
GENDER WORKSHOPS
ICELAND
implementation have already been described in a
HEIDEMARIE WÜNSCHE-PIÉTZKA & HILDUR
JÓNSDÓTTIR
PREPARATION BY THE PARTNERS
For the Gecel-project, four workshops were held
in Iceland in order to test our ideas on how to
train for gender mainstreaming implementation.
The testing was done in two rounds, the first two
testing were held in May 2004, the next two in
May 2005.
The testing courses were thoroughly prepared
bilaterally by Hildur Jónsdóttir and Heidemarie
Wünsche-Piétzka. The Icelandic partner approached the National Centre for Gender Equality in
Iceland and the Ministry of Social Affairs that is
responsible for gender equality, and proposed to
enter a contract about these training events.
Arrangements for learning about gender mainstreaming have been scarce though. The proposal to
host these workshops jointly by the GEcel-project, the Ministry and the National Centre was
warmly received. Because of that, the invitation to
attend the workshop was extended mainly to workers in gender equality in Iceland. The Ministry also extended an invitation to join the third gender
mainstreaming implementation workshop to senior ministerial officials in May 2005.
The participants of the first two courses were professionals working in the field of gender equality
who are likely to be called upon for gender expertise and counselling on gender mainstreaming implementation within
• ministries,
As a starting point it was agreed that on the one
• municipalities and
hand the widespread experience of the German
• other institutions.
partner in designing and implementing gender
mainstreaming processes in different organisations should be used as a source for the common
task. On the other hand it should be made use of
the rich knowledge and experience of the Icelandic partner regarding the national and local conditions of implementing the equal opportunity
policy and gender mainstreaming. The basic idea
referring to our project aims was to enable a pro-
The target group for the second round of workshops in 2005 were
• senior officials within ministries and
• senior officials within the administration of the
City of Reykjavik,
that can be said to be potential implementers of
gender mainstreaming through their policy and
decision-making work.
cess of common and mutual learning – one goal of
Knowing from our experience that the learning
the GEcel-project – not only regarding the testing
surrounding essentially influences the engagement
courses but also to the joint preparation.
for the subject as well as the participatory beha-
CONDITIONS FOR DESIGNING THE WORKSHOPS
Gender mainstreaming is a guiding principle in
the governmental action plan on gender equality
46
broader context in Chapter 4.
viour of all participants we carried through three
of the workshops outside of the participating institutions in conference hotels.
and likewise also a stated aim of most policies on
SCHEDULES AND METHODOLOGY
gender equality adopted by various municipalities
Both project partners had to face the challenging
in Iceland. The general national conditions re-
task of creating training models considering the
garding learning offers for gender mainstreaming
needs of the particular target group and to imp-
CHAPTER 5
lement it commonly within the Icelandic cultural
neither the mother tongue of the coaches nor the
context.
mother tongue of the participants. All this had to
From the very beginning we had decided to plan
our project as a kind of transparent intercultural work. Thus we intended to correspond to our
shared philosophy of the gender mainstreaming
concept as a practice oriented strategy of imple-
be made connectable/ compatible with the Icelandic language and with the current societal situation and discourse in Iceland. Beyond that, the above mentioned connectivity was the basic condition
to communicate within the particular workshops.
menting appreciation of diversity. We had to take
We had decided to perform the workshops for all
into account the Icelandic socialisation of learning
target groups by an Icelandic-German DUO using
as well as the history of learning of the respective
the DUO methodology which was developed and
target group. The topics we had to elaborate were
is practised successfully by the German partner.
arranged in English – a third language which was
DUO method means to capitalise on the variety
TIME
MONDAY, 24 MAY 2004
09.00 A.M.
10.00 A.M.
ARRIVAL
UNIT 1
WELCOME - INTRODUCTION OF THE PARTICIPANTS AND THE TRAINER
DUO
INTRODUCTION INTO THE METHODOLOGY OF WORKING / LANGUAGE
UNIT 2
EXPECTATIONS OF THE PARTICIPANTS & COMMON AGENDA SETTING
STEPPING INTO THE SUBJECT OF GENDER MAINSTREAMING (GM)
11.30 A.M.
EXCHANGE: “WHY GM? WHY GM IN ICELAND?
BASIC UNDERSTANDINGS OF
TERMS RELATING TO
GM CONCEPT
DIFFERENCE BETWEEN SEX AND GENDER
01.00 P.M.
LUNCH BREAK
02.00 P.M.
UNIT 3
BASIC UNDERSTANDINGS – COMMON STARTING POINT
ROOTS AND HISTORY OF GENDER MAINSTREAMING
PHILOSOPHY OF GENDER MAINSTREAMING
DEFINITIONS OF GENDER MAINSTREAMING
03.45 P.M.
WHAT IS THE BENEFIT OF GENDER MAINSTREAMING?
COFFEE BREAK
UNIT 4
EXCHANGE ABOUT KNOWLEDGE WE HAVE COLLECTED
WHAT IS BEHIND GENDER MAINSTRAMING?
SENSITISATION (INDIVIDUAL AND SOCIETAL)
EXAMPLES FOR NECESSITY OF GENDER MAINSTREAMING
06.00 P.M.
REFLECTION OF THE DAY - SPOTLIGHT
SCHEDULE OF AN ISLANDIC TRAINING
47
CHAPTER 5
of the potentials of both experts in interdisciplinary co-peration not denying but naming and ripping the differences. The added value of this kind
of working is given in the possibility to discuss
and to exchange various and differing perspectives
regarding the special subjects. The transparent interaction and communication between the DUO
partners is an important field of learning for all
participants.
Further the DUO methodology means to work
dialogically within the learning arrangements with
analyse.
In 2004 one of the workshops was organised with
scientific reflection and evaluation by the director
of the Institute of Gender Research of the University of Iceland. This high level research based
reflection and the evaluation formed an important
source of exchange for the coaches as well as for
the further development of the training offers for
different target groups.
ferring to each other leads to synergies relating
TRAIN THE TRAINER FOR
GENDER MAINSTREAMING-WORKSHOPS 2004
to the handling of gender mainstreaming tasks.
On two occasions in May 2004, groups of 15 to18
Simultaneously that way of working enables and
persons attended a two day-workshop on „Educa-
promotes the further development of the gender
tion and Learning for Gender Mainstreaming Im-
mainstreaming concepts by the participants.
plementation“ that was held in a small conference
the participants. Thus the transparent mutual re-
We used the basic models elaborated in different
organisations and contexts (UNDP, ILO, Council
of Europe, the EU and national or local processes
of implementation) as a resource for the development of the concepts for our different workshops.
hotel near Reykjavik. For most of the participants
this was a first time experience, although almost
all of them are employed as equal opportunities
officers within ministries, municipalities or regional development institutions in Iceland.
In preparing the workshop design we especially
The justification of describing this as a first time
focussed on learning offers regarding to:
experience lies not only with the fact that many
• the theoretical knowledge transfer regarding
had never attended a workshop on gender main-
topics that had to be dealt with,
• the necessary practical steps for implementing
gender mainstreaming,
• the methodological skills for implementing the
gender mainstreaming strategy,
• the used workshop methods.
streaming before, but also – as it turned out – the
workshop methodology applied by the two coaches, Heidemarie Wünsche-Piètzka and Hildur
Jónsdóttir had never before been experienced by
the participants.
After introductions, where each participant cho-
The transfer of methodical competencies/ skills
se a symbol representing their character or desires
for introducing the gender mainstreaming strategy
for gender equality, they described their expec-
included for all target groups of the various work-
tations for the programme of the next two days.
shops topics like:
Simultaneously these expectations were written
• The link between individual and organisational
down by the coaches on cards in different colours.
learning,
• The difference between methods of individual
and of team-learning,
• The dialogical setting of methods, the dialogue
methodology,
• The development and enhancement of the capability/ability of reflection in teams,
48
• The enhancement of gender related skills to
The participants clustered them and stuck them
to the wall, thus adapting the programme to their
specific expectations and needs. Based on this collection the schedule and timeframe were developed commonly. With this exercise the participants
took responsibility and a certain ownership of the
procedure and content. It became clear what they
CHAPTER 5
wanted and what they needed to learn.
The presentation of the political and historical
roots of the gender mainstreaming strategy was
one of the first topics. Linked to that was the institutional context of the strategy: Where was the
concept created and adopted, and what led those
international and trans-national bodies to do that?
To understand that the concept walks, so to speak,
on two feet, one belonging to the women’s movements and gender equality work on the international arena, and the other to the EU and UN bodies
concerned with the human condition and sustainable development, was a revelation.
The next topic was the terminology. The workshop was carried out in two languages, English and
Icelandic. There were not only lively discussions in
English on definitions and meanings of important
terms and concepts like “gender“ and “sex“, “gender roles“ and “gender analysis“, “equality and equity“, “equivalence“, “gender awareness“ and “gender
blindness“, just to name a few, but the terminology
in the Icelandic language became a crucial issue to
discuss. The participants felt a constant urge to
turn to their own language to find out how these terms could be translated into Icelandic. They
discovered the limits of the traditional vocabulary
in Icelandic when it came to discuss the various
aspects of the terminology implicit in the gender
mainstreaming strategy. The terminology of gender mainstreaming, and the language transfer were
Taking the background of the participants into account, the issue of where to place the responsibility for gender mainstreaming became important.
All the participants were either equal opportunities officers or representatives on various levels
or members of the staff of The National Centre
of Gender Equality, with a vaguely defined role within their institutions in relation to gender
mainstreaming implementation. Where should
the process design be anchored? What should be
the role of each of the participants in their workplace context? It was an important lesson to be able to consider those questions.
Finally the participants realised that it is a decicive
step going from equality work to gender mainstreaming implementation. The popular belief that
gender mainstreaming is the responsibility of gender equality officers was killed. Instead their role as gender experts, trainers and counsellors was
emphasised. Thus the methodology of the workshop became crucial. Every now and then, when
the coaches had finished a phase of the program,
an exercise or a work sheet, the attention of the
participants would be drawn to the impact of that
phase. What did we learn? Can these methods be
used to train others? How do we motivate others?
How can these equal opportunities officers work
with senior management in a gender mainstreaming process, the management that has to bear
the overall responsibility?
issues revisited over and over again through the
Reflection loops have been carried out very often
two days.
and in various settings during the course of the
When the participants were introduced to the
links between gender mainstreaming and theories
on organisational development, they experienced
a certain level of abstraction which led them to
the generalised cognitions of change processes in
systems and organisations. Down to earth again
workshop. The reflection about the methods used
in the workshop as well as usable for the implementation of gender mainstreaming was seen by
the participants as an important source for experiencing the meta level and for their improvement
of reflection methods.
it was spelled out how to manage a change pro-
THE GENDER MAINSTREAMING-WORKSHOPS 2005
cess like gender mainstreaming implementation in
The third workshop took place in the Ministry of
practical steps and phases of an implementation
Social Affairs that invited its senior management
process.
groups. Fourteen participants from six ministries
were present, welcomed by the Minister of Social
49
CHAPTER 5
INTENSIVE DISCUSSION IN A SMALL GROUP
Affairs, who emphasised the governmental intent
practical examples. In this context, the Icelandic
to gender mainstream in all policy areas. The mi-
terminology became crucial, as in all other gen-
nistry decided on the framework. They were not
der mainstreaming workshops conducted in Ice-
able to allocate more than three hours for the pur-
land within the framework of the GEcel-project.
pose and the venue was a very small meeting room
When the participants attention was drawn to the
with little space for the intended participatory
differences between the Icelandic version of the
learning process. The ministry had made a serious
Act on Gender equality and the official English
effort to promote this event, but until the very last
translation, with respect to the legal requirement
minute, the expected number of persons partici-
to gender mainstreaming (see Chapter 3.5), it be-
pating was unclear.
came clear to them that there is not a consensus
The tight timeframe meant that the workshop
methodology otherwise strongly promoted by
the project, was not applicable to the desired extent. This paradox is faced by gender mainstreaming trainers repeatedly – the higher the rank of
the participants, the tighter the timeframe. The
impact on the methodology is that it tends to become more informative than participatory. The
gal obligation to take on the responsibility for the
process of gender mainstreaming. In this context,
the meaning of the term and definitions of gender
mainstreaming became crucial. While some participants maintained that they already had gender
mainstreamed in their respective fields of work,
others opposed.
culture and traditions of learning also have an im-
Examples of the good practice were used to descri-
pact here; in environments influenced by individu-
be well designed gender mainstreaming processes
al learning as opposed to team learning or organi-
on different levels and in various organisations.
sational learning, more time would be needed to
A main topic of exchange was the design of the
warm up the participants to alternative workshop
processes itself and its organisational anchorage.
methods.
In this context the difference between a gender
The participants explained their wishes to learn
about the concept of gender mainstreaming and
processes of implementation and to get some
50
on, whether the ministries can be said to have a le-
mainstreaming process on one hand and to receive
information on gender mainstreaming in general
on the other, was illustrated. The choice of policy
CHAPTER 5
areas for pilot projects was discussed, and one of
the final concluding statements made by the participants was that gender mainstreaming was in essence good governance.
The fourth and final workshop carried through in
Iceland gathered representatives from the administration of the City of Reykjavik. The allocated
time was four hours with eight participants. This
small number, and the fact that these participants
had a common background of organisational culture, where teamwork has been practiced, facilitated lively dialogues, although the timeframe
created similar limits as mentioned above. Again,
the main themes were the concept and definitions
of gender mainstreaming, the roots of the term,
the design of an implementation process – and
the ever-present issue of the differentiating Icelandic terminology on gender equality and gender
mainstreaming. One of the most important issues was to differentiate between positive action in
the field of gender equality and a thorough gender
mainstreaming process. Through the dialogues,
BILINGUAL FLIPCHART IN ONE ISLANDIC TRAINING
gender mainstreaming process or project, preconditions for starting a Gender Analysis, listing and describing of different methods usable
for steps or tasks for gender mainstreaming implementation).
the participants reflected on how they could use
Auxilliary means like so-called „talking sticks“ or
this knowledge in their respective fields of work
„talking stones“, music to stimulate slowing down
that stretched from human resources management
processes for better communication and exchange
to research within the social services and directing
as well as introducing dialogue methodology were
community service centres – and they all asked for
used too.
further training.
DOCUMENTATION OF THE WORKSHOPS
MATERIAL USED
The elaborated flipcharts documenting the pro-
In the course of the workshops we produced
cess of work of the groups during each workshop
• bilingual flipcharts (English & Icelandic),
have been saved as digital photos. In the same way
• we used a set of transparencies for introducing
the work situations of the group (small units, whis-
the subject of gender mainstreaming;
pering groups, large units, so called plenary arran-
• each participant received a copy in order to be
gements) have been documented. All participants
able to add explanatory remarks important for
received a copy of this documentation which is
her-/himself.
printable and usable for everyone in their field of
We issued work sheets
• stimulating the creative potential of the indivi-
work.
RESULTS AND CONCLUSIONS OF THE PARTNERS
duals or groups (ABC-lists, KAWAs, personal
Some of our results and conclusions are worth
list of mapping male and/or female attributes
mentioning for users in Iceland and in other coun-
etc.);
tries:
• stimulating the systematisation or operationalisation of different tasks (steps of designing a
• Seek for a fruitful co-operation with wellknown organisations on the spot.
51
CHAPTER 5
• It make sense to introduce unknown working
constant transfer between languages and the
methods to participants who are stepping into
different connotations brought by each term
the subject as practitioners or as trainer. As one
as the participants struggled with finding the
participant put it in the reflection round at the
‘right’ Icelandic words that could capture the
end of the two day workshop: „Now I find it
meaning of the English term.
much easier to understand what these terms
• The interaction between the two coaches, the
‘participatory’, ‘interactive’, ‘group-oriented’
DUO, became crucial in this context. The me-
and ‘individual-oriented’ really mean, these me-
thod of leading a workshop by a DUO opens
thods involve everyone.“
up for a variety of dimensions, depending of
• An important discovery was that it is not
the constellation of the two coaches that can
enough to transfer the terms into the Icelan-
be played with instinctively and dynamically.
dic language. Some of them are not directly
Where gender is the issue, a DUO consisting
transferable, and we are stuck with words that
of a man and a woman has proven to be very
somehow channel the thoughts into other di-
useful.
rections than desired. The very concept of gen-
• In all four workshops the different nationali-
der mainstreaming is one of the best examples.
ties of the coaches, one German speaking in
Neither the term gender nor the term main-
English from the European perspective, and
streaming translates easily into the Icelandic
the other speaking the mother tongue of the
language, and in Iceland it is not accepted to
participants and with rich local knowledge on
adopt foreign words into the language.
the context of the whole gender equality work
• In the Icelandic term commonly used for gen-
in Iceland, created an example of the fact, that
der mainstreaming, there is no presence of a
intercultural work always mixes and constant-
‘mainstream’. It was also noted that almost all
ly changes the roles of the persons responsible
Icelandic names of institutions, policies, legisla-
for carrying out the training: The DUO is in a
tion or job-titles, where gender equality is dealt
double role function – the experts are at the sa-
with, start with the term ‘equal rights’. Thus
me time teachers as well as learners. So they
the connotation is created that the subject is
give constantly an example of openess for the
limited to the ‘rights’ issue, and the discussion
different levels of challenges.
tends to go astray.
• Because of the limited discussion on gender
mainstreaming so far in Iceland, this „battle“
with terminology and its transfer into the mother tongue, was a new experience. It became
clear in the workshop, through the team-building process that took place, that the participants present felt a shared responsibility to
take on the historical task to develop further
the Icelandic terminology in the whole field of
gender equality and gender mainstreaming.
• An unanticipated valuable third level of work
could be experienced: The content of gender
mainstreaming and gender mainstreaming implementation being the first, the workshop
methodology the second, and the third the
52
Maybe the best indication of the results of the
workshops is the fact that the participants of the
2004 workshops decided, at the end of the two
day very demanding learning experience, to form
a network in order to collectively pursue further
learning, cooperation and mutual support in their
future work on gender mainstreaming in Iceland.
The network was even given a name in honour
of the small and warm conference hotel Glymur,
where the workshops took place. Thanks to the
GEcel-project, we now have the „Glymur GM
Network“ in Iceland.
CHAPTER 5
ESTONIA
RIINA KYTT & HEIDEMARIE WÜNSCHE-PIÉTZKA
of gender issues and of gender mainstreaming in
Estonian society in general. Even civil servants/ local government officials suggested the reasons why
they did not want to participate in respective trai-
PREPARATION BY THE PARTNERS
ning. Most of them found gender mainstreaming
not related to their work. That showed that even
Within the GEcel-project a two-day workshop
the civil servants have no clear idea of the whole
was held from 29 – 30 November 2004 in Tallinn,
concept - an understandable situation, given the
Estonia. The event was organized by the Estonian
fact that no (longer-term, systematic) training on
partner. Riina Kytt, Women’s Training Centre, Tal-
gender mainstreaming has been or is available in
linn and Heidemarie Wünsche-Piètzka, Strategie
Estonia. The few efforts in this direction have be-
21, Bonn were responsible for the content as well
en limited and have taken place mostly within pro-
as for the moderation of the workshop.
jects, i.e. on a informal basis with a low impact.
As gender mainstreaming is not implemented in
Given this Estonian background, enhancement of
Estonia yet, civil servants do not associate them-
capacity to implement gender mainstreaming was
selves with this task, although the Gender Equa-
interpreted as an improvement of individual com-
lity Act in force since May 1, 2004 specifies that,
petence, not as an organisational change process.
while planning, implementing and assessing nati-
Organisational change processes have yet to be
onal, regional and institutional strategies, policies
built up, the necessary context being still not ade-
and action plans, state and local government agen-
quately developed. Further, as up today, it must be
cies should take into account the different needs
noticed that gender mainstreaming is not on the
and social status of men and women and consider
public agenda in Estonia.
how the measures applied and to be applied will
affect the situation of men and women in society.
Taking into account the real situation regarding
gender mainstreaming in Estonia (see Chapter
In Estonia, awareness of gender equality is still at a
3.1) we had to be aware that the comprehensive
low level and the topic is not properly understood;
concept of gender mainstreaming did not have a
if so, it is associated with feminism and women’s
high degree of publicity. Further we had to pro-
movement. Officials do not generally understand
mote the acceptance of this cross-sectoral policy
that when they take decisions they have to con-
in designing a programme which met as good as
sider women and men as two distinct groups and
possible the interest of the participants in future
that they in particularly have to reckon with the
implementation of gender mainstreaming. The
specific needs and concerns of women. No gender
participants formed a mixed group from different
analysis is performed, even at the most elemen-
organisations: civil servants, researchers, socio-
tary level. The point is not to blame the officials.
logists, NGOs. None of them dealt with gender
Instead of that, training should rather be offered
mainstreaming, having generaly speaking no or a
and a supportive environment for gender main-
limited knowledge of the subject.
streaming should be developed. This explains why
it is not so easy to attract participants and why
the group was so heterogeneous. The officials generally not understanding how they can use the
knowledge obtained it has been difficult to „sell“
the course properly.
We have been confronted with a limited awareness
CONDITIONS FOR THE DESIGN OF THE WORKSHOP
The DUO ́s work was prepared in close contact
with the expert of the Women’s Training Centre
Estonia. As already mentioned, gender mainstreaming implementation is now in a very early stage
of development in Estonia and the training offers
are rare,
53
CHAPTER 5
great attention was laid on reflection phases because these moments of feedback should enable a
process-oriented design of the agenda during the
group ́s work process.
Regarding the socio-cultural context of a post-socialist country facing difficult transformation processes in all areas of society it was very valuable
that both members of the DUO had spent most
of their life in East Germany, the former GDR.
Therefore they were very well familiar with the
transformation process in former socialist societies and very well prepared to anticipate the learning situation and behaviour of the participants in
order to design adequate learning offers. An open
programme was developed which enabled the coaches to be responsive to the needs of the group.
We decided to organize the workshop with a dual
German male-female moderation. The DUO had
the necessary experience, having prepared a gender mainstreaming process in the Government of
Saxony and tutored change processes and gender
mainstreaming implementation in pilot workshops and trainings in the Eastern part of Germany. Beside of that, Heidemarie Wünsche-Piètzka
had earlier held a workshop on Gender Impact Assessment in Tallinn, an experience of importance
for designing the programme.
SCHEDULE AND METHODOLOGY
By and large, the training in Estonia could be considered as an investment in the future. The majority of the persons attending the workshop came
either to learn about a new subject or to improve
their already existing knowledge or rather to systematise it. The latter statement concerned the persons working or having worked at the Ministry of
Social Affairs gender quality bureau. All the participants ́ interest in the subject was genuine, even
The introduction of gender mainstreaming as a
though no one of them who would have attended
concept of change in society had to be connected
the course because he or she desperately needed
to a process of common and mutual learning for
the knowledge for his or her everyday work. Es-
the participants. This objective was realised th-
pecially for the representatives of NGOs, it was
rough transfer of methodological knowledge. In a
a chance to widen their knowledge about gender
certain way, participants would become the possi-
equality and to use the newly acquired knowledge
bility of making their own experience with inter-
to improve their lecturing activities, mostly on the
active and participatory learning arrangements.
subject of gender equality within NGO-based pro-
A special attention was paid to the sociological
jects. For some others, the motivating factor was
background of learning in a post-socialist system.
to know more about a subject that is increasingly
We designed a workshop similar to an extended
54
(see: schedule and expectations)
discussed, also in the media.
information workshop with offers for individual
In preparing the workshop design we especially
and team learning on gender mainstreaming and
focused on information and learning offers regar-
its implementation. From the very beginning a
ding to:
CHAPTER 5
1. The theoretical knowledge transfer regarding
topics that had to be dealt with,
2. The necessary practical steps for implementing
gender mainstreaming,
3. The methodological skills for implementing
the gender mainstreaming strategy,
4. The reflection on the workshop methods used.
The prepared schedule was kept open in order to
enable the DUO to adapt the agenda and to react
responsively to the requests of the group.
The 17 participants of the workshop were exclusively women. Nevertheless the group was not representative. Unfortunately there was no continuity
in attendance during the two days. This would have been necessary to get the expected results and
success. Only a part of the women participated to
the whole workshop. Only these women have been able to appreciate fully what was offered and to
learn substantially. Also the evaluation at the end
of the workshop could be done only by those women who were present at this moment.
Women’s Training Centre translated these parts of
the knowledge transfer which caused and needed
a longer exchange about the contents and basics
of gender mainstreaming and its implementation. The necessary translation for the participating Russian-speaking women opened a broader
dimension of linguistic problems. Nevertheless
these exchanges were very fruitful for a better understanding of the problems of gender mainstreaming implementation as a diversity concept in a
multicultural context.
The definition of the most interesting parts of
the workshop varied since the participants had
very diverse backgrounds and different levels of
previous knowledge of the subject. For the majority, the workshop was the first time they had ever
heard about gender mainstreaming. So, actually
everything was interesting and new for them. It
should be mentioned here, that even without any
solid background of the subject, the theoretical
part, the basic concepts and items, were of greatest interest. This was equally true for the sustai-
It has definitely been a challenging task to take
nable development approach and the differentiati-
in consideration the needs of participants of such
on between „equity and equality“ as main pillars of
a diverse group - considering in particular their
the gender mainstreaming concept. Group work,
often poor English-language skills and their pre-
exchange and joint discussions were also appre-
vious low level of knowledge of the subject. The
ciated since it enabled everyone to compare ideas,
language problem has to be considered a hindering
concepts and notions and to define for herself the
factor. The workshop was held in English and do-
framework of her action for the furthering of gen-
cumented at the flipchart in English and Estonian
der equality.
language. The group had Estonian- and Russianspeaking women. Many participants had problems
with English. They may have mastered everyday
English, but due to the fact that gender mainstreaming is a specific area of knowledge with its
own (complicated) terminology with lacks of appropriate terms in Estonian, they experienced real
difficulties in comprehending the subject. This is
why an important part of exchange was devoted to
gender mainstreaming adequate terminology.
What could be used straightway was the new
knowledge, which could be integrated into lectures
on gender equality (mostly held within some projects). Apart from this new knowledge of gender
mainstreaming the participants also appreciated
the range of creative and participatory methods
used in adult education, and particularly such methods like the common development of the agenda after collection of expectations, mind-mapping,
ABC-lists.
Due to the language barrier the expert from
55
CHAPTER 5
MATERIAL USED
tional and learning offers on gender mainstrea-
The complete workshop procedures were docu-
ming.
mented in English as well as in Estonian language.
• The changing configuration of the group crea-
The wallpapers elaborated in common were pin-
ted a certain agitation among the participants
ned up at the wall and available during the who-
and disturbed the course of the workshop and
le workshop - on one hand to illustrate the work
the continuity of the exchange and learning
process, on the other to enable easy references to
process.
subjects discussed formerly in order to assure the
• The workshop participants were by no means
connectivity between the different phases of the
representative of the officials supposed to imp-
learning process.
lement gender mainstreaming in the future.
A set of transparencies regarding the historical
background of gender mainstreaming, important
aspects of differentiation between „sex“ and „gender“, practical guidelines for designing and implementing a gender mainstreaming process, methods
for gender analysis was shown.
of the participants has been an underestimated
problem for the understanding of the new subject and of its terminology. Gender mainstreaming terms are not widely used and give no
clues as to their meaning for a regular speaker
of Estonian.
Different types of worksheets have been used for
• The offers of unknown learning arrangements
individual or group work. A sample of the work-
have been accepted by the participants and we-
sheets considered as the most interesting for
re appreciated as valuable helps for the optimi-
the participants was distributed for copying for
sation of their own design of learning arrange-
further use.
ments for groups; due to the reflection about
DOCUMENTATION OF THE WORKSHOP
A comprehensive photo documentation has been
produced. A digital version of this documentation
as well as a set of transparencies were handed out
to each of the participants.
RESULTS AND CONCLUSIONS OF THE PARTNERS
Summarising the results it can be said that:
• The knowledge on gender mainstreaming was
improved, in particular the knowledge about its
general aims and contents and the knowledge
of tools to implement it.
• Further the participants experienced some sys-
the used methods, some of the participants
responsible for changes in organisations will be
able to integrate these in their own work.
• The participants were introduced to successful and comparatively unsuccessful strategies
of gender mainstreaming implementation and
learned about examples of good practice in
other countries.
Finally, it must be said that the majority of participants considered that the workshop was well run
and it received therefore a high degree of acceptation.
tematic work steps and methods which were
This workshop has been a small, but important
unknown to them before.
contribution to the promotion of gender equali-
• They were introduced in carrying out gender
analysis on the basis of a specific example.
ty in Estonia, one further brick in a building that
takes a long time to complete. In the Estonian
• They also had the possibility to communica-
context every action of this kind, however small
te on their questions, doubts, and experiences
it might be, is highly instrumental. Therefore this
from different perspectives. So they gathered
workshop should be considered and evaluated as a
lots of new insights which are worth discussing
relevant and inspiring event.
and to be taken into account in further educa-
56
• The limited knowledge of the English language
CHAPTER 5
GERMANY
36 ff). Due to the profound differences between
them, they were documented in two separate re-
KARIN DERICHS-KUNSTMANN
ports.
The two gender seminars organized within the
These two seminars were a two-day train-the-trai-
GEcel-project in Germany took place in different
ners seminar in November 2004 in Hofgeismar/
contexts with different target groups and different
Germany and a five-day seminar for members of
agendas. Nevertheless the general methodologi-
representative bodies in organisations in the be-
cal approach was the same in both cases (see page
ginning of September 2004 in Berlin/Germany.
REPORT ON THE TWO-DAY WORKSHOP IN HOFGEISMAR IN NOVEMBER 2004
CONDITIONS OF WORKSHOP DESIGN
seminar was Karin Derichs-Kunstmann, Reckling-
The train-the-trainers seminar was entitled “Con-
hausen/ Germany. It was originally planned that
sequences of Gender mainstreaming for Civic Edu-
the seminar should be conducted by a gender duo.
cation”. Cooperating organisation was the federal
Unfortunately the male part of the duo fell ill; so
working group ‘Work and Living’ (Arbeit und Le-
it was decided that the female trainer should lead
ben), a federal institution, which coordinates the
the seminar alone.
respective organisations for civic youth and adult
education in the German states. Conductor of the
Participants of the two-day seminar were 12 adult
educators (8 women and 4 men) from seven dif-
WALLPAPER WITH THE EXPECTATIONS OF THE PARTICIPANTS IN A GERMAN TRAINING WORKSHOP
57
CHAPTER 5
SCHEDULE FOR A TWO-DAY SEMINAR
FIRST DAY MORNING
WELCOME AND ROUNDS OF PRESENTATION
IN CONNECTION WITH THE SUBEJCT OF THE SEMINAR
EXPECTATIONS OF THE PARTICIPANTS
PROGRAMM AND SCHEDULE OF THE SEMINAR
DEFINITION OF THE SCHEDULE OF THE SEMINAR ACCORDING TO THE EXPECTATIONS OF THE
PARTICIPANTS AND LEARNING OFFERS OF THE TRAINERS
FIRST DAY AFERTNOON
SIGNIFICANCE AND IMPORTANCE OF GENDER MAINSTREAMING FOR FURTHER TRAINING
ORGANISATIONS
LECTURE ON THEORETICAL JUSTIFICATIONS AND ON DEFINITIONS OF KEY CONCEPTS
HOW COULD GENDER EQUITY BE REALISED IN THE CONTEXT OF THE
ORGANISATION „ARBEIT UND LEBEN”?
WORK IN SMALL GROUPS AND DISCUSSION IN PLENARY SESSION
FIRST DAY EVENING
GENDER MAINSTREAMING QUALITY MANAGEMENT
LECTURE AND DISCUSSION ON A STUDY REALISED AT REGIONAL STATE LEVEL IN THE CONTEXT
OF „ARBEIT UND LEBEN“ NORTHRHINE-WESTFALIA
SECOND DAY MORNING
RESISTANCES AGAINST THE IMPLEMENTATION OF GENDER MAINSTREAMING
IN FURTHER LEARNING ORGANISATIONS
1. QUESTIONS: AT WHICH HIERARCHICAL LEVELS CAN RESISTANCES APPEAR AND WHAT
TYPES OF RESISTANCES WILL APPEAR. WORK IN SMALL GROUPS.
2. EXCHANGE AND DISCUSSION IN PLENARY SESSION
3. QUESTION: WHAT ARE THE POSSIBILITES TO DEAL WITH THESES RESISTANCES?
WORK IN SMALL GROUPS.
4. DISCUSSION IN PLENARY SESSION
SECOND DAY AFTERNOON CONSEQUENCES OF GENDER MAINSTREAMING FOR THE TRAINING ACTIVITIES ORGANISED BY
„ARBEIT UND LEBEN”
CONCEPTION IN A PLENAR SESSION OF A CATALOGUE OF KEY ISSUES FOR A GENDER
MAINSTREAMING DESIGN
WHAT WERE THE BENEFITS OF THE SEMINAR AND HOW DO WE WANT TO CONTINUE THE WORK
EVALUATION OF THE SEMINAR WITH THE HELP OF A QUESTIONARY AND SPECIFIC REFLECTION
METHODS
ferent German regional state branches of ‘Work
pants (2 men, 1 woman) at the Hofgeismar seminar
and Living’ and an official of the federal office of
had already participated in the first seminar; be-
this organisation (Bundesgeschaeftsstelle). Three
side of that, many of the attendants had already
of the participants worked as free-lancers mainly
worked on gender mainstreaming, so that it can be
working in the field of civic education and nine of
said, that the majority of them had a good experi-
them were full-time employees of the organisati-
ence in the subject.
ons.
58
The federal working group ‘Work and living’ had
AIMS AND CONTENTS OF THE SEMINAR/
METHODOLOGICAL CONCEPT
already organised a first train-the-trainers seminar
The focus of the seminar was particularly set on
for multipliers in December 2003 with Karin De-
matters concerning the inner-organisational con-
richs-Kunstmann as trainer. Three of the partici-
sequences of gender mainstreaming implemen-
CHAPTER 5
tation. For the participants, the question was to
on the different levels of the hierarchy within the
identify the types of consequences the gender
organisations have been differenciated. One key
mainstreaming approach would have within their
conclusion was that a central condition for a suc-
respective fields of work. What effects would it
cessful implementation of gender mainstreaming
have on the overall planning and organisation in
within an enterprise or an organization was that
educational establishments, on personnel manage-
there should an explicit decision and engagement
ment, on quality assurance,/ and on organisational
of the executive board to support the process. But
development?
the silent resistance of the operational staff in eve-
The core objectives of the Gender seminar were:
ryday action frequently hinders an efficient implementation. All participants agreed that indiffe-
• Sensitising for gender-related dimensions in the
rence and what is called in German “kind ignoran-
work fields of the participants and
ce” constitute the biggest obstacles for a gender
• The working out of the guidelines for gendersensitive works in various fields of actions.
According to the participatory methodological
approach of the project, the agenda of the seminar was settled after formulation of the expectations of the participants. The main issue of their
expectations regarded questions concerning the
implementation of gender mainstreaming, in the
perspective of organisational and educational
practice. More precisely, they wanted to deal with
the question of the resistances, which emerge during the implementation process. As a result, the
mainstreaming implementation process.
In this context we decided in the next step to work
again in three small groups on different aspects of
the question “What are the chances to deal with
these resistances?” One group discussed on the
resistances within the pedagogical staff, another
about the resistances in the executive board and
the third about the resistances opposed by free-
HOW CAN RESISTANCE OF
PEDAGOGICAL STAFF BE SOLVED?
original agenda of the seminar was modified and
1. IDENTIFYING RESISTANCES
the second day of the workshop was dedicated to
2. MAKE RESISTANCES OBVIOUS AND DISCUSS THEM
the problems of the resistances.
Another important consequence of this orientati-
3. SET UP BINDING RULES AND A CONTROLLING
SYSTEM, EXAMPLES:
on of the seminar was that the ‘step-by-step-me-
USE OF (GENDER SENSITIVE) LANGUAGE
thod’ applied in small working groups became the
central methodical approach for the seminar. Ac-
QUALITY MANAGEMENT
cording to this approach, the participants worked
SEMINAR CONCEPTS/ -PLANS
alternatively in small groups and in plenary sessi-
MINUTES OF SEMINARS
ons.
The work on the question of resistance was developed in four steps. In the first step the parti-
4. DEVELOP AN ORGANISATION CULTURE
PROMOTING THE IMPLEMENTATION OF GENDER
MAINSTREAMING IN SMALL STEPS:
cipants concentrated for half an hour in three
DESCRIPTION OF RESPONSIBILITIES
small groups on the question “At which levels of
OPEN INTERPRETATIONS
hierarchy may resistance emerge and which kinds
of resistance may occur?” The groups presented
their results on wallpapers in the following plenary
session. In the discussions the types of resistances
POSSIBILITIES OF PARTICIPATION
BASES FOR AGREEMENTS
Wallpaper with results of group work (translated from German)
59
CHAPTER 5
lance adult educators working for the organisati-
some suggestions were nevertheless worked out to
ons. The task of the three groups was once more
cope with this problem in certain fields of action. A
to produce wallpapers containing their results and
work phase of half a day was a too short time for a
to present them in the following plenary session.
deeper concentration on obstacles and resistances.
One group produced a four-step-plan to solve re-
Consequently, the participants expressed the wish
sistance shown by pedagogical staff (see following
to continue the work on this question in a follow-
box). In the fourth and last step a final plenary ses-
up event in late autumn 2005. A thematic proposal
sion focussed on the different possibilities of dea-
has already be made for this seminar: How to de-
ling with daily resistance based on the results of
velop and train an argumentation scheme for the
the small groups.
implementation of gender mainstreaming and to
RESULTS OF THE WORKSHOP
No definite answer to the question of how to handle resistances could be given in the workshop, but
train this. An other request of the participants was
to work on differentiated checklists according to
the various areas of process implementation.
REPORT ON THE FIVE-DAY GECEL GENDER SEMINAR IN BERLIN/GERMANY
CONDITIONS FOR DESIGNING THE WORKSHOP
ascribed to the exchange of informations about
A five-day seminar was held at the ‘Clara Sahlberg’
the possibilities of action in various operational
educational centre in Berlin-Wannsee. Co-opera-
contexts. Through the confrontation with the
ting organisation was the German trade union ver.
possibilities and limits of action in other operati-
di, the trade union for public and private services.
onal structures, the participants became a better
The theme of this seminar was “Gender Mainstre-
insight in the possibilities of participation and co-
aming Implementation in Enterprises”. A gender
determination in their own organisations.
duo, Karin Derichs-Kunstmann, Recklinghausen/
Germany and Harald Beyling, freelance trainer
AIMS AND CONTENTS OF THE SEMINARS
from Luebeck/Germany, conducted the seminar.
This seminar, as an activity developed according
PARTICIPANTS
The eight participants (six women and two men)
to the seminar came from different companies or
administrations or were self-employed. The majority of them was employed in the public services,
more precisely in the fields of youth and social
work and in the health system. Some of the participants were active as members of representative
bodies. Another group of participants consisted of
freelancers working in journalism, education and
consultancy. Except two of the women, the participants were not involved into gender mainstreaming before the seminar. Insofar, they could regarded as beginners in this field on activities.
60
to the GECel methodology, treated all issues concerning the implementation of gender mainstreaming in the context of enterprises. The agenda of
the seminar was formulated on the basis that the
participants, owing to their membership in representative bodies (staff council or shop steward),
wanted to discuss where and how the implementation of gender mainstreaming could concern their
fields of activities. The participants wanted to widen their individual competencies, and particularly to improve their capacities to act according to
the requirements at operational level. Accordingly
the objectives of the seminar were:
• Improvement of gender competency,
• Sensitising for organisational dimensions, espe-
Due to the mixed structure of the group, an im-
cially gender hierarchies at operational level,
portant function as a learning opportunity was
• Argumentation on the opportunities and the
CHAPTER 5
IT‘S A DEADLY SERIOUS THING: CIVIC EDUCATION AND LERNING FOR GENDER MAINSTREAMING.
limits of the gender mainstreaming concept,
co-determination in processes of change within an
• Realistic discussion on the possibilities for and
organisation. Likewise, gender mainstreaming is
constraints on representative bodies within the
linked above all to organisational processes in in-
gender mainstreaming processes,
stitutions. Insofar, the implementation of gender
• Developing projects of action at operational level and
• Reflection on the necessary strategic procedures.
Regarding this type of target group, it is very important to be realistic in taking into account and
pointing out the limits of co-determination possi-
mainstreaming requires organisational learning in
the everyday practice of organisations and companies. The learning process of individuals is a prerequisite for organisational learning; a confrontation
with the specific structures and needs for action in
organisations should ensue. That is why organisational learning was a central issue of the seminar.
bilities within processes of gender mainstreaming
The didactical and methodical basis of the semi-
in organisations. Trainers have to be aware about
nar was its subject orientation. As far as the me-
the functions of the members of this type of group
thodical implementation is concerned, this means
in their respective organisations. In contrast to
that the operational professional context in which
gender mainstreaming seminars with business exe-
the participants will have to act was the central fo-
cutives, seminars with groups of this type should
cus of the seminar work. Further methodical ele-
not aim at the development of optimal scenarios
ments included a participative methodology, a set
for the implementation of gender mainstreaming
of exercises for the beginning and ending of work
within an organisation but help to formulate ac-
sessions, like “warm ups” at the start of the day,
tion projects and realistic strategic devices that
and phases of feed-back and evaluation of the se-
are in any case implementable by the representa-
minar.
tive bodives.
STRUCTURE AND RESULTS OF THE SEMINAR
DIDACTICAL-METHODOLOGICAL CONCEPT
The look at the gender hierarchies in the partici-
The tasks of representative bodies in organisati-
pants ́ own organisations proved to be an effective
ons are strongly connected to the requirements of
sensitising approach for the work of representative
61
CHAPTER 5
REAL SCHEDULE OF THE FIVE-DAY SEMINAR
MONDAY AFTERNOON
WELCOME AND INTRODUCTION ROUND IN RELATION TO THE SUBJECT OF THE SEMINAR
WHAT DO WE WANT TO LEARN?
EXPECTATIONS OF THE PARTICIPANTS FOR THE TRAINING
AGENDA OF THE SEMINAR
FIXING THE SCHEDULE FOR THE TRAINING ACCORDING TO THE EXPECTATIONS OF PARTICIPANTS
AND THE LEARNING OFFERS OF THE TRAINERS
HOW DO WE WANT TO TEAM UP?
DEVELOPING OF AN AGREEMENT UPON INTERACTION RULES WITHIN THE SEMINAR
GENDER HIERARCHY IN THE ORGANISATIONS WHERE THE PARTICIPANTS WORK I
SEPARATE WORK OF EACH PARTICIPANT WITH HELP ON A WORK SHEET (SEE MATERIAL)
MONDAY EVENING
GENDER HIERARCHY IN THE ORGANISATIONS WHERE THE PARTICIPANTS WORK II
IN PLENARY SESSION: COMPARISON OF ANSWERS, DISCUSSION AND IDENTIFICATION OF
PROBLEMS
TUESDAY MORNING
GENDER MAINSTREAMING - AN ISSUE IN INTERNATIONAL POLITICS AND ITS IMPLEMENTATION
IN EVERYDAY ORGANISATIONAL CONTEXTS
LECTURE ABOUT THE HISTORICAL AND POLITICAL BACKGROUND, THE THEORETICAL JUSTIFICATIONS AND THE DEFINITIONS OF GENDER MAINSTREAMING FOLLOWED BY A DISCUSSION ON THE
SUBJECT
AIMS OF GENDER EQUALITY AND GENDER MAINSTREAMING IMPLEMENTATION I
WORK IN SMALL GROUPS: PARTICIPANTS FORMULATE THEIR OWN VIEWS ON THE QUESTION.
AIMS OF GENDER EQUALITY AND GENDER MAINSTREAMING IMPLEMENTATION II
IN PLENARY SESSION: GENERAL DISCUSSION OF THE RESULTS OF THE WORK GROUPS
TUESDAY AFTERNOON
GENDER MAINSTREAMING - TOOLS AND INSTRUMENTS
LECTURE AND DISCUSSION
GENDER MAINSTREAMING - PRACTICAL IMPLEMENTATION EXAMPLES I
WORK IN THREE SMALL GROUPS ON WRITTEN MATERIAL ON THREE DIFFERENT EXAMPLES OF
-IMPLEMENTATION IN ORGANISATIONS
WEDNESDAY MORNING
GENDER MAINSTREAMING - PRACTICAL IMPLEMENTATION EXAMPLES II
PRESENTATION OF THE EXPERIENCES IN THREE DIFFERENT EXAMPLES IN PLENARY SESSION
CONSEQUENCES AND TRANSFERABILITY
DISCUSSION ON THE CONSEQUENCES OF THESE EXAMPLES FOR THE RESPECTIVE ORGANISATIONS
WEDNESDAY AFTERNOON GENDER MAINSTREAMING-IMPLEMENTATION PROJECTS AND ACTION PLANS FOR TWO
ORGANISATIONS
PREPARATION OF DIFFERENT PROJECTS IN TWO WORKING GROUPS WITH THE HELP OF A WORK
SHEET (SEE MATERIAL)
THURSDAY MORNING
GENDER MAINSTREAMING-IMPLEMENTATION PROJECTS AND ACTION PLANS II
IN PLENARY SESSION: PRESENTATION OF THE -IMPLEMENTATION PROJECT FOR ONE
ORGANISATION
THURSDAY AFTERNOON
GENDER MAINSTREAMING-IMPLEMENTATION PROJECTS AND ACTION PLANS III
IN PLENARY SESSION: PRESENTATION OF -IMPLEMENTATION PROJECT FOR THE SECOND
ORGANISATION
GENDER MAINSTREAMING IN EUROPEAN CONTEXT
LECTURE AND DISCUSSION
FRIDAY MORNING
STRATEGIC DIMENSIONS OF GENDER MAINSTREAMING IMPLEMENTATION
IN PLENARY SESSION: WORK OUT OF DIFFERENT STRATEGIC PROCEDURES USING THE
„FISHBOWL“ TECHNIQUE
FRIDAY AFTERNOON
EVALUATION OF THE SEMINAR
ANSWERING THE QUESTIONNAIRE AND EVALUATION OF THE SEMINAR WITH DIFFERENT
REFLECTING METHODS
62
CHAPTER 5
bodies (see worksheet no. 1). As an element in the
The structure of the seminar contained the three
acquisition of gender competency, the participants
central working steps – sensitising, information
were helped to develop a sensitivity for the gender
and transfer:
aspects in their own fields of action. Therefore one
• Sensitising: representation and perception of
gender hierarchies,
of the first work steps in the seminar – following
the introduction round and the formulation of the
• Information: knowledge on gender,
expectations of the participants – consisted in the
• Discussion on goals: Which goals do we asso-
depiction of the gender hierarchy in the different
ciate with equal opportunity for women and
organisations the participants came from. This
men?
phase of work has been central for the further
• Information: devising instruments for gender
development of the seminar because it sharpened
mainstreaming and preparing examples for it
the focus on the needs for action in organisations,
on the basis of the examples presented in texts,
on the base of which operational action projects
• Transfer: developing projects of action at ope-
were conceived in the following phases of the se-
rational level for the selected organisations of
minar. Reflecting on gender dimensions in opera-
the participants, employing the instruments
tional structures intensified the perception of the
that have been devised for gender mainstrea-
participants for gender hierarchies in organisati-
ming,
ons and helped them to communicate about their
• Transfer: discussion on implementation strate-
own contexts of action.
gies.
WORKSHEET
„WOMEN AND MEN IN THE ENTERPRISE WHERE I WORK“
PLEASE ANSWER AS GOOD AS YOU CAN THE FOLLOWING QUESTIONS:
QUESTIONS ABOUT THE ENTERPRISE
1. HOW MANY WOMEN AND MEN WORK IN OUR ENTERPRISE?
2. WHAT IS THE STRUCTURE OF WOMEN AND MEN ACCORDING TO FUNCTIONS AND WAGES?
3. HOW MANY WOMEN AND MEN HAVE A FULL-TIME, A PART-TIME JOB, ARE WORKING ON SPECIAL AGE-LINKED
SCHEMES?
QUESTIONS ABOUT THE WORKERS REPRESENTATION
4. HOW MANY WOMEN AND MEN ARE MEMBERS OF THE REPRESENTATIVE BODY OF WORKERS
(FOR E.G. WORKERS COUNCIL)?
5. HOW MANY WOMEN AND MEN ARE AT THE HEAD OF REPRESENTATIVE BODY OF WORKERS?
6. HAS THE REPRESENTATIVE BODY OF WORKERS ALREADY DEALT WITH THE QUESTION OF GENDER MAINSTREAMING?
QUESTIONS ABOUT THE PROMOTION OF WOMEN
7. HAS YOUR ENTERPRISE ANY SCHEMES OR PROGRAMMES FOR THE PROMOTION OF WOMEN?
8. IS IT POSSIBLE TO MEASURE, CONTROL AND EVALUATE THEIR RESULTS?
IF YOU CANNOT ANSWER SOME QUESTIONS, THINK ABOUT HOW YOU TO GET THE NECESSARY INFORMATION TO ANSWER
THEM. PLEASE KEEP A RECORD OF THE ANSWERS ON A FLIP CHART.
Worksheet No. 1: Worksheet for the sensitisation phase on Monday afternoon
63
CHAPTER 5
COMPONENTS OF A GENDER MAINSTREAMING PROCESS
IN ORGANISATIONS AND ENTERPRISES
ANALYSIS
DEVE-
OF THE DIFFE-
LOPMENT OF
RENT TASKS UNDER
GUIDELINES FOR
GENDER ASPECTS
GENDERSENSITIVE
PROFESSIONAL
ESTABLISHMENT
WORK
OF GENDER CIRCLES IN THE
GENDER
TRAININGS FOR
STUFF AND MANA-
INSTITUTIONS PROMOTING
THE GENDER MAIN-
STREAMING PROCESS
GERS
EDUCTION OF
GENDER HIERARCHIES WITHIN THE
ORGANISATIONS
INTER-
GRATION OF GENDER MAINSTREAMING
INTO PROCESSES OF ORGAGNISATION AND HUMAN
RESSOURCE DEVELOPMENT
c Karin Derichs-Kunstmann 2003
Figure shown in the lecture about GENDER MAINSTREAMING tools and instruments
The acquisition of knowledge on gender is an im-
tion and transfer, an important part of the seminar
portant aspect of a Gender mainstreaming semi-
concerned the discussion on goals setting. Before
nar. Since it could be assumed that the participants
the participants were confronted to concrete ex-
had already – in different forms – prior knowledge
amples of the practice of gender mainstreaming
of the subject, background information was pro-
implementation, they worked out their own goals,
vided partly through lectures of the seminar orga-
which they associated with equal opportunity. An
nisers; on the other side the participants learned
essential methodical approach was linked to the
together about gender with the help of theme-ori-
fact that the participants worked in a first step on
ented texts.
gender-homogeneous groups. The different ways
In addition to the elements of sensitising, informa-
64
men and women consider equal opportunity that
CHAPTER 5
came to light through this exercise provided an
The transfer step of the seminar consisted in the
excellent background to discuss in a differentiated
preparation of operational projects and implemen-
way the perspective of goals setting. The discus-
tation strategies. Participants who were engaged
sion on goals was a necessary requirement for the
in comparable structures at operational level wor-
participants to be able to develop their own pro-
ked out together in small groups – supported by
jects and ideas.
interested freelancer colleagues – a project to be
The next agenda step was the working out, in small
groups, of practical examples of gender mainstreaming implementation in various contexts with
the help of written material. These examples were
chosen on the basis of the contexts for action of
realised in practice (see worksheet No. 2). The two
projects that were so prepared concerned a hospital and the youth welfare department of a local
municipal administration. The examples were presented in a plenary session and discussed in detail.
the participants. They were given texts about gen-
It was important in this phase of the seminar that
der mainstreaming implementation in a large es-
the participants were faced with a task that could
tablishment of the health system in Germany and
be worked on at operational level within their sco-
in a municipal administration in Sweden. Refer-
pe of action. This resulted of the fact that appro-
ring to their own experiences and with the help of
priate projects could not be worked out for each
these examples, the participants elaborated in two
participant. The participants for which organisati-
groups ways of procedure for gender mainstrea-
on a project could be designed decided on it joint-
ming implementation. Each group subsequently
ly. The essential point was that for each project of
presented in plenum the results of its work to the
action the aims and working steps could be exactly
other participants.
clearly identified.
WORKSHEET
ACTION PLANS IN ENTERPRISES AND ORGANISATIONS
PLEASE OBSERVE THE FOLLOWING STEPS FOR THE DEFINITION AND DEVELOPMENT OF YOUR ACTION PLANS:
1.
DECIDE IN A FIRST STEP IN WHICH ENTERPRISE YOU WANT TO LAUNCH A GENDER MAINSTREAMING PROJECT.
2.
DO NOT TAKE THE WHOLE ENTERPRISE BUT SELECT ONLY A SECTION OF IT, A SERVICE OR A WORKING
GROUP OF REASONABLE SIZE IN ORDER TO REALISE YOUR PROJECT WITH SUCCESS.
3.
WHAT ARE YOUR OBJECTIVES? WHAT DO YOU WANT TO REACH?
4.
HOW SHOULD THE PROJECT GROUP IN CHARGE OF THE PROJECT BE CONSTITUTED?
5.
WITH WHICH OTHER PERSONS SHOULD YOU COOPERATE?
6.
WHICH DATA, WHICH ANALYSES DO YOU NEED?
7.
WHICH QUESTIONS SHOULD YOU ASK TO WHOM IN ORDER TO GET THE NEEDED AND FURTHER INFORMATION?
8.
WHAT ARE THE IMPLEMENTATION STEPS OF YOUR PROJECT?
9.
TO WHICH TYPES OF RESISTANCE COULD YOU BE CONFRONTED DURING THE IMPLEMENTATION OF THE PROJECT?
10.
HOW DO YOU WANT TO MEASURE AND EVALUATE THE SUCCESS OF YOUR PROJECT?
PLEASE KEEP A RECORD OF THE RESULTS OF YOUR PLANNING ACTIVITIES ON FLIP CHARTS OR ON CARDS.
Worksheet No. 2: Worksheet for the transfer phase on Wednesday afternoon
65
CHAPTER 5
GREECE
primarily at the employees of KETHI. Therefore
it could be expected that the participants would
KARIN DERICHS-KUNSTMANN
be predominantly women working in the field of
CONDITIONS FOR THE DESIGN OF THE WORKSHOP
education or women counselling. Both German
trainers brought along specialised competencies
In cooperation with the Greek GEcel-partner, the
in fields related to gender and labour as well as
Research Centre for Gender Equality (KETHI),
gender and education. The cooperation with Fo-
two gender workshops were held in October 2004
tini Sianou supplemented the team through a her
in Athens. Both seminars took place at KETHI`s
knowledge of the national background and in
main building in the middle of Athens.
terms of language competency.
The two seminars were conducted by a duo from
Due the European context of the project, it was
Germany: the GEcel-partners Karin Derichs-
decided to use English as the seminar language, so
Kunstmann, Research Institute for Labour, Edu-
that there was no need for continuous translation.
cation and Participation at the Ruhr-University of
Only in such moments in the seminars when the
Recklinghausen and Gabriele Thiesbrummel, from
discussed subjects referred to the particular situa-
the municipal Centre for “Woman and Profession”,
tion or to the specialised discussion about gender
also Recklinghausen - in co-operation with Fotini
issues in Greece, Fotini Sianou discussed the mat-
Sianou, head of the international department of
ters in Greek with the participants to make things
KETHI. The decision for the three trainers to co-
easier and translated the discussion into English
operate was made on the basis of the composition
for the two German trainers. Not only the ques-
of the target group. Both seminars were directed
tion of language that had to be considered when
GENDER
GENDER-
PERSPECTIVES AS
RELATED BEHAVIOR
DIMENSON OF
OF TRAINERS
SEMINAR CONTENT
GENDER
FOUR DIMENSONS
OF GENDER SENSITIVE
DIDACTICS
ASPECTS OF
METHODICAL DESIGN
OF SEMINARS
GENDER
EFFECTS OF
FRAMEWORK CONDITIONS GOVERNING
EDUCATIONAL
WORK
c Karin Derichs-Kunstmann 2002
Figure shown in the lecture about Gender Mainstreaming in Adult Education
66
CHAPTER 5
planning the seminars. Cultural and societal diffe-
the gender mainstreaming concept,
rences had to be taken into account as well. Since
• Reflecting of the participants ́ individual ap-
before coming to Greece, the two German trainers
proach to gender mainstreaming implementati-
had already read a lot about Greek society and cul-
on on the background of international experi-
ture, they were well prepared. Nevertheless, the
ences.
common phase of planning with Fotini Sianou was
The seminars followed the usual three-steps-struc-
important. Specific cultural differences have been
ture of gender seminars (see chapter 4) – infor-
put on the thematic agenda of the seminars and
mation, sensitising and transfer:
the proposed work schedules were modified.
PARTICIPANTS
• Information (1): knowledge on the theoretical
background of the concepts of ‘gender’ and the
concept of gender mainstreaming, its historical
As it was said before, the target group was the
and political background and consequences,
KETHI’s staff; they were joined by several women
• Information (2): international (esp. German
working in ministries or other organisations coo-
and Greek) experiences in gender mainstrea-
perating with KETHI. The members of KETHI’s
ming implementation within the action fields
staff came from all over Greece. Most participants
of the participants,
to the first seminar had worked as members of
• Sensitising: role play “Gender relations” to shar-
Kethi or as external associates to Kethi within
pen the participants sensitivity to the construc-
the EPEAEK project. This project dealt with the
tion of gender roles in daily life,
implementation of an operational Program of
• Transfer: consequences of gender mainstrea-
Education and Initial Vocational Training inclu-
ming in the different fields of action of the par-
ding teachers ́ awareness raising and intervention
ticipants.
strategies in education for the promotion of gender equality. The majority of participants to the
second seminars were lawyers, social workers and
psychologists counsellors for women on matters
like career orientation, professional assessment,
effective job-seeking, business and legislation. All
the 19 participants to the first seminar were women, among the participants to the second seminar were three men and 17 women.
AIMS AND CONTENTS OF THE SEMINARS/
METHODOLOGICAL CONCEPT
Objectives of both seminars were
• Sensitising the participants for the gender dimensions of the own professional responsibility,
• Raising their knowledge about the consequences of Gender mainstreaming implementation,
• Mutual development of ideas for gender mainstreaming integration in the different professional action fields,
The structure of seminars in terms of content resulted from finding a balance between the individual demands of participants and the learning offers of the trainers. The trainers knew that most
of the participants were working in the educational field or in advisory boards of institutions. They
had therefore prepared two lectures on German
examples of gender mainstreaming implementation in these specific areas.
The main methodical approach was participative.
This means that the seminars formed a continuous
succession of sequences alternating work small
groups and plenary sessions, lectures and discussions using different techniques like “metaplan
cards”, “whispering groups”, “fishbowl”, “flashlight” or role play. In addition, phases of feedback
and evaluation of the seminar or the methodical
approach were included at the end of the first day
and the beginning of the second day of each seminar.
• Discussion on the opportunities and limits of
67
CHAPTER 5
SCHEDULE OF THE SEMINARS
ascription processes in everyday life) and on gen-
The schedules of both seminars were mostly iden-
der hierarchy division of labour in occupational
tical, only the phases order differed. Given the ex-
and family life. On the other hand, the everyday
periences of the first seminar, the second lecture
role stereotypes and their consequences were dis-
was put on the agenda of the second day and the
cussed. The knowledge gained from the role-plays
role-play was organized in the first day. The sche-
was often referred to in the final evaluation of the
dule of the second seminar which has been the
seminar by the participants.
more successful one, is shown on next page.
The work with the instrument “Eight steps for
Three parts of the seminar schedule are in retros-
gender mainstreaming Implementation” was not
pect to be highlighted as being especially success-
initiated before the general conditions for the im-
ful:
plementation of gender mainstreaming had been
• The silent role play “Gender relations”,
defined (see worksheet No. 2). This previous work
• The work on the “Eight steps for Gender main-
step enabled a realistic assessment of the imple-
streaming Implementation” and
mentation possibilities in the fields of action of
• The use of different methodical approaches to
the subject.
each individual participants. Thus one group constituted of participants to the EPEAK-project
The role play (see worksheet No. 1) proved itself as
worked on the gender aspects of discipline pro-
a door-opener in two different respects: it enabled,
blems in school.
on the one hand, a discussion on gender relations
in Greek society (detailed discussion about gender
The third important impulse from the gender seminar was generated at a methodical level. The
SILENT ROLE PLAY „GENDER RELATIONS“ (PANTOMIME)
PHASE IN THE SEMINAR:
INTRODUCTION TO THE SUBJECT „GENDER RELATIONS“
TASK:
SHOW A SITUATION BETWEEN MEN AND WOMEN WHICH CAN TAKE PLACE IN EVERYDAY LIFE
RULES:
THE PLAY GOES ON WITHOUT SPEAKING
AIM:
TO MAKE SENSITIVE TO GENDER ROLE STEREOTYPES, TO DE-CONSTRUCT GENDER, TO MAKE
CLEAR THE DIFFERENT PERCEPTIONS OF GENDER ROLES BETWEEN MEN AND WOMEN.
SIZE OF THE GROUP:
HOMOGENEOUS GROUPS OF 3 TO 5 MEN OR WOMEN
TIME:
10 MINUTES FOR THE GROUP PREPARATION, ACCORDING TO THE TOTAL SEMINAR LENGTH,
THE ORGANISATION, ANALYSE AND THE DISCUSSION OF SEVERAL SUCCESSIVE ROLE PLAYS
CAN LAST FROM
1 TO 3 OR MORE HOURS
MATERIAL:
NO MATERIAL IS NECESSARY
ROOM:
ONE ROOM FOR THE PREPARATION OF EACH PLAYING GROUP
EFFECTS:
THE PLAYS AND THE FOLLOWING DISCUSSIONS OPEN THE EYES OF THE PARTICIPANTS ON
THEIR OWN BEHAVIOUR IN GENDER ROLES ASCRIPTION
PROCESS/ DYNAMICS
IN THE SEMINAR:
GENDER ASPECTS:
STARTING A PART OF A SEMINAR IN A PLAYFUL MANNER, STIMULATING THE GROUP PROCESS,
LIVEN UP THE SEMINAR AND AT THE SAME TIME PROMOTE PERCEPTION.
THIS IS A VERY GOOD METHOD TO PROVIDE A PLAYFUL START INTO THE DISCUSSION ABOUT
WOMEN AND
MEN CAN OBSERVE THEIR OWN ROLES IN THESE PROCESSES. A DISCUSSION ON THE SOCIAL
CONSTRUCTION OF GENDER RELATIONS IS MADE POSSIBLE.
GENDER ROLES, GENDER RELATIONS AND THEIR ASCRIPTION PROCESSES.
IN SOME GROUPS PROBLEMS IN INVOLVING MEN IN SUCH A METHOD MAY OCCUR.
Worksheet No. 1: Silent Role Play
68
CHAPTER 5
SCHEDULE OF A TWO-DAY GECEL
GENDER SEMINAR IN ATHENS/GREECE
FIRST DAY MORNING
WELCOME AND INTRODUCTION OF TRAINERS
SOME WORDS ON THE GECEL-PROJECT
INTRODUCTION OF THE PARTICIPANTS
EXPECTATIONS OF THE PARTICIPANTS
QUESTION: WHAT ARE THE TWO EXPECTATIONS YOU HAVE FOR THE CURRENT SEMINAR?
2 CARDS FOR EACH PERSON, WRITING DOWN AND PUTTING ANSWERS ON THE WALL
AGENDA SETTING: PRESENTING AND EXPLANATION OF THE PLANNED AGENDA AND THE
PRINCIPLES FOR WORKING TOGETHER
GENDER MAINSTREAMING: DEFINITIONS, BASIC UNDERSTANDING, HISTORICAL BACKGROUND,
POLITICAL DEVELOPMENT
LECTURE AND DISCUSSION, METHOD USED AT FIRST AFTER THE INPUT: WHISPERING GROUPS
FIRST DAY AFTERNOON
SILENT ROLE PLAY „GENDER RELATIONS“
3 GROUPS (2 GROUPS, EACH OF 6 WOMEN, ONE OF TWO MEN), DETAILED DISCUSSION
ABOUT GENDER ASCRIPTION PROCESSES IN EVERYDAY LIFE, ANALYSIS OF THE THREE PLAYS
GENDER MAINSTREAMING IMPLEMENTATION OF THE DECISION-MAKING PROCESSES
RELATED TO ESF-PROJECTS IN THE REGION OF RECKLINGHAUSEN
FIRST EXPERIENCE FROM IMPLEMENTING GENDER MAINSTREAMING IN GERMANY
LECTURE AND DISCUSSION
„SOME WORDS TO YOUR IMPRESSIONS ABOUT OUR WORK TODAY.“
REFLECTING ON THE DAY, METHOD: „FLASHLIGHT“
SECOND DAY MORNING
GENDER MAINSTREAMING IN ADULT EDUCATION
SECOND EXPERIENCE FROM GERMANY
LECTURE AND DISCUSSION
CLARIFYING THE PRECONDITIONS FOR IMPLEMENTING GENDER MAINSTREAMING
1. WORK IN SMALL GROUPS WITH AID OF A WORKSHEET, GROUP BUILDING PROCESS
ACCORDING TO THE PROFESSIONS OF THE PARTICIPANTS.
2. PRESENTING THE RESULTS OF THE GROUPS IN THE PLENARY SESSION,
METHOD: „FISHBOWL“
SECOND DAY AFTERNOON EIGHT STEPS FOR GENDER MAINSTREAMING IMPLEMENTATION
1. WORK ON THE PROBLEMS IN PRACTICE WITH THE HELP OF A CHECKLIST
WORK IN THE SAME THREE SMALL GROUPS LIKE IN THE PREVIOUS PHASE
2. PRESENTING THE RESULTS OF GROUP WORK IN PLENARY SESSION AND
DISCUSSION OF PRACTICAL CASES
REFLECTING ON THE SEMINAR
THREE STEPS FOR REFLECTION AND SELF-EVALUATION:
1. REFER TO THE EXPECTATIONS OF THE PARTICIPANTS AT THE BEGINNING OF THE SEMINAR
AND ASK WHETHER THEY HAVE BEEN ANSWERED OR NOT
2. ANSWERING THE QUESTIONNAIRE
3. THREE QUESTIONS FOR REFLECTION:
A) PERSONAL BENEFITS FROM THE SEMINAR
B) BENEFITS FOR THE ORGANISATIONS OF THE PARTICIPANTS
C) WHAT COULD BE OPTIMIZED IN THE NEXT SEMINAR?
69
CHAPTER 5
THREE STEPS BEFORE STARTING
A GENDER MAINSTREAMING PROJECT
1. GENDER MAINSTREAMING IS SIMILAR TO CHANGE MANAGEMENT AND TIMES ARE FAVOURABLE FOR CHANGE
PROCESSES WHEN AN INSTITUTION FACES PROBLEMS BUT NOT WHEN IT IS CRISIS-STRIKEN.
2. MOST INSTITUTIONS ARE NOT INTERESTED IN GENDER MAINSTREAMING IN ITSELF; THEREFORE IT IS MORE
SUCCESSFUL TO INTEGRATE GENDER MAINSTREAMING INTO PROBLEMS THE INSTITUTIONS WANT TO SOLVE.
3. IN THIS CASE, THE PROBLEM HAS TO BE RE-FORMULATED IN TERMS OF GENDER MAINSTREAMING.
EXAMPLE: PROBLEM: HIGH RATE OF SCHOOL DROPOUTS
”MAINSTREAMED” FORMULATION:
WHY DO BOYS DROP OUT OF SCHOOL?
WHY DO GIRLS DROP OUT OF SCHOOL?
Worksheet No. 2: Clarifying the preconditions for implementing Gender Mainstreaming
participants worked enthusiastically with the vari-
out to be more lively and intensive after such a
ety of methods used. They were not familiar with
whispering phase. The “fishbowl” method used to
the use of cards sets to find out about expectations
structure the exchange of group results in plenary
and their following compilation as clusters. The
session was not known to all the participants and
same applied for the “whispering group“ method
has been well received too. In the final evaluation,
which can be used for example after a lecture. In
almost all the participants stressed the fact that
this case, each participant has 5 or 10 minutes to
they had learned a great deal from this methodical
discuss at low voice about his impressions on the
impulse and likewise from the regular reflection
lecture with the person sitting next to him / to her.
phases.
Follow-up discussions in plenary session turned
INTENSIVE CONCENTRATION IN PLENARY SESSION
70
CHAPTER 6
RESULTS OF THE SEMINAR
One central result of the seminars in Athens was
In the evaluation phase of both seminars the par-
that in order to enable work in a fully concentra-
ticipants stated that the events were a good op-
ted atmosphere, it should be recommended that
portunity for the KETHI staff to raise some ques-
these events take place in every case outside the
tions and worries regarding feminism and gender
institution.
issues in Greece. Nearly everybody in the groups
had the impression that these seminars, due to
their general and educative approach, were a good
introduction to the subject for people working in
gender institutions like KETHI and for people interested in such issues. The participants stressed
the fact that they had had the opportunity to express themselves, to work in groups and produce
interesting results, especially in the role play sequences. In the end, most of the participants felt
that this seminar would be effective enough to
make people sensitive to gender mainstreaming
issues as well as to provide them with information
about it. A great number of participants were interested to have more seminars of this kind.
Both the German trainers stressed that they had
learned a great deal from the exchange and work
with their Greek colleagues. It was very informative for them to be able to discuss their own
concepts and experiences with the participants in
Athens. The comparisons between the practices of
equal opportunity policy in both countries became
a more concrete and more plastic dimension, due
to the fact that they were on site in Greece. It was
an important experience for both German trainers
that, given the differences between Germany and
Greece, the structures of the problems are very similar, and a lot can be learned from the different
national approaches.
CONCLUSION AND RECOMMENDATIONS
KAREN SJØRUP
intention and extension of the terms and their
conceptual meaning.
Gender mainstreaming was established by the
Amsterdam treaty as an overall European strategy, and as such to be integrated into the national
policies of the member states of the Union. It is
nevertheless a new strategy, which contents and
objectives are often unknown to those who are
supposed to implement it. The existing methods
to train gender mainstreaming and to implement
it at policy level are still vague and unsufficiently developed. The used concepts and terminology
are new too; they are based on one side on gender
Due to the language and terminology problems
and to the historical, political and cultural diversity in Europe, people from different countries
still find it difficult to agree upon the same things
when talking about gender mainstreaming. Both
the concept of ‘gender’ and the concept of ‘mainstreaming’ still sound strange for non-English native speakers and because of their different cultural backgrounds make them understand different
things when they use these concepts to address
concrete problems in their respective countries.
theory and on the other side on the European mo-
The GEcel-project took the initiative of testing
del of political (good) governance, known as the
training models for gender mainstreaming in four
Open Method of Coordination (OMC). Most of
different countries: Iceland, Estonia, Germany
the terminology has been developed in English,
and Greece. Two of the German partners, Karin
which means that the majority of non-English na-
Derichs-Kunstmann in Germany and Greece and
tive speakers has problems to catch the linguistic
Heidemarie Wünsche-Piétzka in Iceland and Es-
71
CHAPTER 6
tonia acted as ‘flying experts’ conducting all the
a number of different methods and instruments,
testing courses in these countries; they were as-
e.g. using role plays, open space discussions, sti-
sisted in this task either by a national expert as
ckers in different colours to support the process
local resource – which happened to be a woman
of common and mutual learning and change. This
in all the cases – or by a male co-trainer within a
means that a lot of efforts has been done in order
so-called „gender duo“. These configurations il-
to make the participants responsible for their own
lustrated anew the challenge of language diversity
learning, to promote the participants as the new
within the project. During the courses non-nati-
‘fiery souls’ of gender mainstreaming in their spe-
ve English-speakers were to train in English par-
cific organisations or fields of professional work.
ticipants from different countries with different
levels of fluency in English – without the help of
interpreters experienced in English gender mainstreaming terminology.
been especially emphasised. The DUO trainers
worked in a ‘symbiotic’ way, this means that they
had no clearly separated specific role but acted as
We realised in the course of the collective general
a collective, forwarding the course process by the
reflection about this project that, when we spoke
way of a dialogue offering thus the best possibili-
of gender mainstreaming, we were probably spea-
ties of learning for all the involved persons. The
king of at least four different – or partly different
presence of national experts as co-trainers brought
– types of practice which were connected to the
a new dimension as they acted as interfaces to the
different national origin but also to the different
different national backgrounds and as communi-
disciplines of the partners.
cation promoters, especially when it came to dis-
The four different types of practice of training for
gender mainstreaming, which were indeed some-
cussions of key concepts of gender mainstreaming
in the different languages.
times overlapping each other, have been used by
On the base of their systemic approach Method 1
the partners of the project. Some of the tools used
and 2 both focussed on communicative learning in
are similar or exactly the same, but there are al-
organisations and on learning through conscious-
so remarkable differences between the designs of
ness rising. As systemic theory understands orga-
practice models:
nisations as organic and developing systems, the
• The sensitising model, emphasising on the
approach of the two methods had a narrow link
consciousness raising dimension in gender
to the development of knowledge organisations,
mainstreaming,
adding a gender dimension to this development by
• The organisational development model for
strategy implementation,
• The policy implementation model,
• The monitoring process model.
72
In these models the system of DUO training has
putting in question the well-known gender arrangements to be found in this type of organisation
through focusing on gender sensitising.
Model 3, the policy implementation mode, was not
During the test training courses in this project mo-
used in any of the test trainings, but the Danish
dels 1 and 2 - referring both to systemic theory as
partner used it in other projects in the context of
a theoretical background - have been mainly used,
gender mainstreaming implementation in the new
generally in the form of a model mix. This syste-
EU countries Poland and Latvia before their ac-
mic approach was based on the fact that the trai-
cession to the Union. Aim of the implementation
ners understood themselves as coaches in the first
measures was to train the civil servants in tools,
line expecting that the participants play an active
methods, procedures in order to give them the
role in the courses conceived as interactive proces-
possibility to implement gender mainstreaming.
ses. The trainers coached the participants through
This approach did not contain any elements of
CHAPTER 6
sensitising as the civil servants were not supposed
This set of preconditions had to do with the ques-
to be the “fiery souls” of gender mainstreaming
tion of the communication of authoritative know-
but were rather to be trained to execute the tasks
ledge too. The communicated knowledge should
assigned to them in the field of gender mainstre-
be the most recent and the most relevant and in
aming integration whether they are ‘feminists’ or
line with the European project of gender main-
not. Therefore the idea was rather to give them
streaming implementation and the progress of this
good and easily accessible tools and methods to
strategy. It has to show the limits and/or the inac-
reach their objectives.
curacies of the approach and - last but not least
Still there was a participatory element in this model, as the participants were asked to point out
– to stress the necessity for a continuous further
development of this European project.
the relevant and important gender equality ques-
In the test training events it was realised how dif-
tions that should be addressed in their country or
ficult it was to deal with the terminology of gender
in their department or ministry. These questions
mainstreaming. The different concepts that have
were used as a basis to select the appropriate me-
been used caused a lot of difficulties concerning
thods 1. to document the nature and extend of the
the different meanings of “equality”, “equity”,
problems, and 2. to develop political measures to
“equal rights” and “gender mainstreaming” as well
address the problems.
as the translation of these concepts into practical
In the projects developed according to this me-
actions.
thod the trainers worked also in duos, but their
Many of the participants were very new to gender
function was very different from the function of
equality work as such and needed a basic introduc-
the duos in the first 2 models. The duos were ge-
tion, while others had already long-time experi-
nerally mixed gender duos – generally a younger
ences with gender issues.
man and an elderly woman – as it was considered
of great importance to send the signal that gender
mainstreaming is both for women and men.
In the mutual learning processes the participants
have learned that they need to understand and
take into consideration the different historical,
Another reason for this gender mixity was that the
political and cultural backgrounds of each coun-
participants should be given different role models
try in order to implement the appropriate type of
to identify with. If all the trainers had been women
trainings according to this background. It was im-
with their roots in the 1970’s feminist movement,
portant that foreign experts worked in duos and
gender mainstreaming would have been identified
in cooperation with national experts in order that
with this movement and would have be labelled as
the translation problems and the concrete gender
a thing promoted by old-time feminists, excluding
situation in the different countries could be pro-
men, forwarding the case of women without ta-
perly addressed and the learning context of the na-
king in consideration the men’s gender problems
tional participants could be taken into account.
e.g. It was also important that the trainers worked
as authentic persons with a professional view on
gender issues, that they should be able to distinguish between their own political options and their
professional role as gender mainstreaming experts,
while still being honest and authentic in making
clear what is their personal interest and their approach of gender issues.
RECOMMENDATIONS
• The language problem should be considered
carefully. If both trainers and participants are
not using their native language, interpreters
experienced in English gender mainstreaming
terminology should be arranged for.
• The offered courses / seminars / workshops
should correspond exactly to the needs of the
73
CHAPTER 6
FROM MALTO TO ICELAND: LET THE EUROPEAN SPIRIT FLY!
target groups which are to be addressed.
• The work context, the needs and professio-
ganisation.
nal occupation of the participants should be
• There must be a careful balance between the ti-
known in order to develop training measures
me spent on learning about gender and gender
responding to their specific situation.
mainstreaming theory and the time spent on
• It must be made sure that the multicultural
learning about the procedural steps and/ or me-
background of the participants gets the deser-
thods for implementing gender mainstreaming.
ved attention, this specific feature of this kind
• A permanent process of methodological as well
of courses being an opportunity to promote the
as content reflection should be initiated during
dimension of diversity of context conditions
the training in order to clarify where a deepe-
and solutions in the implementation of gender
ning of specific contents, a change of metho-
mainstreaming.
dology or the answering of open questions are
• Data on the gender situation in the country/or-
necessary.
ganisation in which gender mainstreaming will
• A monitoring and evaluation procedure should
be implemented should be collected and disse-
be initiated in order to document and report
minated in order to enable comparisons with
on the successes and failures of the training
other countries/organisations successfully imp-
course and to correct minor mistakes during
lementing this process.
the course.
• Data on the legal situation of gender equality
• It should be cared to provide an enjoyable ve-
in the country / organisation in which gender
nue to organize the course/ workshop/ seminar
mainstreaming will be implemented should be
in order to create a distance between the parti-
collected and disseminated in order to point
cipants and their usual work environment and
out the legal responsibilities of the countries
to promote a learning surrounding where they
to transform international or supranational law
can think freely.
into national rules and regulations.
• Special efforts must be made to get a regular
• Actions to deal with resistances should be in-
and constant presence of the participants in
itiated in order to integrate resistance in the
the courses in order to assure the continuity
change process initiated by gender mainstrea-
of the learning process – courses / seminars /
ming implementation.
workshops are no hop on – hop off events!
• It must be made sure that the process of gender
74
mainstreaming is anchored at the top of the or-
APPENDIX 1
RESULTS OF THE GECEL EVALUATION
KARIN DERICHS-KUNSTMANN, VICTORIA SCHNIER
A central element of the GEcel-project was the
evaluation sequence, which took place after all
courses/ seminars/ workshops had been carried
through. This evaluation had a quantitative and a
qualitative dimension. Its purpose was
• to give on one side a brief statistical survey
about the structure of the participants to the
testing seminars;
• to allow a monitoring of the success of the seminars on the base
– of the appreciation of the participants and
– of their evaluations of the effects of these seminars.
Iceland. The seminar in Estonia was attended by
women only.
AGE STRUCTURE OF THE PARTICIPANTS
The majority of the participants were middle-aged
persons between 30 and 49. The largest group of
participants was aged between 30 and 39 years [34
persons, 31 women, 3 men]; in second position came the group of persons between 40 and 49 years
[23 persons: 20 women and 3 men]. 19 participants
[18 women, 1 man] belonged to the younger generation and were between 20 and 29 years. Only 14
participants were 50 and older, 3 of them 60 and
older. The statistics show substantial differences
between the age structure of the participants in
The evaluation was carried out on the base of a
the project countries. Most of the older partici-
questionnaire sent to all the participants of the
pants came from Germany (5) and Iceland (4). In
testing seminars in the four project countries Ice-
these two countries the average age of the partici-
land, Estonia, Germany and Greece. Nine testing
pants was higher than in Estonia and Greece, whe-
seminars have been organised during GEcel-pro-
re more younger persons participated to the semi-
ject time: 1 in Estonia, 2 in Germany, 2 in Greece
nars. In Greece, the high number of young partici-
and 4 in Iceland. A total of 127 persons participa-
pants was to due to the fact that the participating
ted to these seminars. 90 of them answered the
organization KETHI employs young academics
questionnaire, which means a return rate of nearly
having just successfully achieved their degree and
71 %.
starting in professional life.
STRUCTURE OF THE PARTICIPANTS
GENDER STRUCTURE OF THE PARTICIPANTS
Germany
The majority of the participants (78 of 90) were
Greece
women. Only 12 men participated to the training
Iceland
seminars, 6 in Germany, 3 resp. in Greece and in
Estonia
20 to 29
years
30 to 39
years
40 to 49
years
50 to 59
years
60 years
and more
male
Figure No. 2:
female
Structure of the participants according to age and country
total
OCCUPATIONAL STRUCTURE OF THE PARTICIPANTS
The occupational structure of the national groups
Germany
Greece
Iceland
Estonia
all countries
Figure No. 1:
Structure of the participants according to sex and country
strongly varied from country to country. In Iceland
and in Estonia the majority of the participants
worked in public administration. Most of the
75
APPENDIX 1
Greek participants worked as consultants, most of
EXPECTATIONS OF THE PARTICIPANTS
the Germans as adult educators.
ABOUT CONTENTS OF THE TRAINING SEMINARS
Trade Unions
In order to get a better evaluation of the seminars
the participants were asked about their expecta-
Freelancer
n.A.
tion about the contents of the seminars, the de-
Others
gree of success of the seminars being understood
Other Administration
as the relation between expectation prior to the
NGO
University/
Research institute
project and the real experience during the project.
Consulting office
One of the questions was focussed on the expec-
Municipality
Adult education
Ministry
ted contents of the seminars. Several answers were
possible, so that the total number of answers was
127. The structure of the answers gave a clear indi-
Figure No. 3: Structure of the participants according to the
cation about the expectation of the participants.
type of organisations which employ them
They thought that the seminars should give “ideas
LEVELS OF EXPERIENCE OF THE PARTICIPANTS WITH
GENDER MAINSTREAMING WORKSHOPS/SEMINARS
and tools“ to transfer gender mainstreaming into
practice (55% of all answers). This shows that a
majority of the participants (77%) was interested
As the statistics show, the majority of the partici-
in transferring their learning into practice after
pants (55) had no experience at all in this field. 35
the GEcel-project. 34% of the participants wan-
persons had already taken part to one or several
ted to have „first general information“ on gender
seminars on gender mainstreaming. Beside of that,
mainstreaming (24% of the answers). Only a rela-
the experiences in gender mainstreaming differed
tively small number of participants were interes-
largely between and within the different country
ted into contents dealing with more theoretical or
groups. For 13 of the 20 German participants, the
institutional matters like gender related behaviour
GEcel-seminars were not their first approach to
in society (14% of the participants, 10% of the an-
gender mainstreaming seminars and 8 of these 13
swers) or institutional or organisational settings
had already participated in more than two training
of gender mainstreaming (11% of the participants,
seminars. In Greece the profile of the participants
8% of the answers).
Ideas and tools
for transfer into
practice (70)
was highly contrasted. 75% of the participants (24
of 32 persons) had no experience at all with gender
mainstreaming seminars, but on the other hand,
the other 8 participants were highly experienced,
6 of them having taken part to more than two se-
Reflection on
genral individual
and personal
gender related
behaviour (13)
minars of this type before the GEcel-project.
Others (3)
Germany
Greece
Iceland
Estonia
total
yes
76
no
Deepening of
organisational
knowledge (10)
First general
information (31)
Figure No. 5: Expectations of the participants about contents
of the training seminars
METHODOLOGICAL PREFERENCES
Asked about their methodological preferences,
Figure No. 4: Structure of the participants according to their
the participants gave a clear answer. We wanted to
experiences with Gender Mainstreaming
know, what kind of training is for them the more
APPENDIX 1
useful. A large majority advocated for an integrative type of training connecting information and
process orientation (71 of all answers, 78,9 %). 11
participants preferred primarly “process oriented
training”, and 8 participants primarly “information
focussed training”.
amount was excessive.
Increase of knowledge about gender mainstreaming
The statistics show a thoroughly good appreciation of the effects of the seminars on the level of
knowledge of the participants about gender mainstreaming. A clear majority of them has widened
Evaluation of the seminars by the participants
their knowledge about the subject. The number of
A series of questions was focussed on the general
persons with good knowledge on gender mainstre-
evaluation of the seminars and an evaluation of
aming has increased from 32 to 49, the number of
their structure. Another group of questions was
persons with “very good knowledge” from 3 to 9.
centered on the evaluation of the effects of the se-
None of the participants gave a negative answer.
minars by the participants.
before this
training
General evaluation
Most of the participants (nearly 80%) were very
after this
training
satisfied with the seminars, 15 of them were even
“absolutely” satisfied. 18 participants were “partially” satisfied. Only 2 participants gave a negative
appreciation or no answer at all.
nothing only few
facts
some facts good
very good
knowledge knowledge
Figure No. 7: Knowledge of the participants about gender
Evaluation of the structure of the seminars
mainstreaming before and after the training
When asked about the balance between plenary
sessions and work in groups within the seminars,
FOCUS OF LEARNING
the majority of participants gave a very positive
This question focussed on what the participants
(“excellent”) (28) and positive (“good balanced”)
have learned during the GEcel-seminars. As se-
(50) appreciation of the seminar structures. Only
veral answers were possible, the total of answers
7 participants judged them “not so well balanced”,
was 145. 50% of the participants (31% of the ans-
5 gave no answer.
wers) have widened their knowledge about „goals
and procedures“ for the practical implementation
excellent
good
balanced
not so well
balanced
n.a.
Germany
Greece
Iceland
Estonia
of gender mainstreaming. 43% of the participants
(27% of the answers) have now a deeper knowledge on tools for the implementation of gender
mainstreaming. 24% of the participants (15% of
Others
all countries
Information on
good practice
Figure No. 6: Balance between plenary sessions and work in
general
information
groups
Tools for the
implementation
EVALUATION OF THE AMOUNT OF
Information
about goals
and procedures
INFORMATION DISSEMINATED IN THE SEMINARS
A large majority of participants (81 of 90) was satisfied with the amount of informations disseminated in the seminars. 6 meant, that the amount
Figure No. 8: Contents of the effective learning about gender
of information was insufficient and 3 that the
mainstreaming
77
APPENDIX 1
the answers) have learned about examples of good
practice in the field of gender mainstreaming.
improved
LEVELS OF RELEVANCE OF INFORMATION FOR THE
not
improved
IMPLEMENTATION OF GENDER MAINSTREAMING IN
THE OCCUPATIONAL CONTEXT OF THE PARTICIPANTS
n.a.
A clear majority of participants (55%) rated the
information on gender mainstreaming disseminated in the seminars as „very useful“ for them in the
context of their work, but a rather large number
of participants (35%) regarded it as only „partly
useful“. Only a few participants declared that the
information they have received was not useful to
them.
Germany
Greece
Iceland
Estonia
all countries
Figure No. 10: Improvement of understanding of gender mainstreaming – in general and in the project countries
understanding of gender mainstreaming. Germany
was the only country, where participants did not
have the feeling that their understanding of the
The statistics show substantial differences between the profiles of appreciation in the different
subject had improved through the seminars.
countries. For most of the Estonian participants,
IMPROVEMENT OF METHODOLOGICAL COMPETENCE
the information was only „partly useful“. On the
IN GENDER MAINSTREAMING
other side, for the majority of the Greek partici-
For the overwhelming majority of the participants,
pants the information was „very useful“. The ap-
the seminars of the GEcel-project led to improve-
preciation of the Icelandic and German partici-
ment of the methodological competences of the
pants are settled between these two profiles. Most
participants. Nevertheless, differences can be seen
of the participants of these two countries regarded
at national level. Greek and Icelandic participants
the information as „very useful“, but for an impor-
are nearly unanimous on this point, but a number
tant number of them – especially in Germany –,
of Estonian and German participants do not share
it had been only „partly useful“. Germany was the
this point of view.
only country, where participants rated the information as „not useful“ or did not give any appreciation about the information.
As far as the Germans are concerned, it must be
taken in consideration that the participants to one
of the seminars in this country had already a large
very
usefull
partly
usefull
not
usefull
experience in the field of Gender Mainstreaming
and that this might have influenced their opinion
on this aspect of the seminar.
improved
n.a.
not
improved
Germany
Greece
Iceland
Estonia
n.a.
all countries
Figure No. 9: Levels of relevance of information - in general
and in the project countries
Germany
Iceland
Estonia
all countries
IMPROVEMENT OF UNDERSTANDING
Figure No. 11: Improvement of methodological competence in
OF GENDER MAINSTREAMING
gender mainstreaming – in general and in the project countries
For the overwhelming majority of the participants,
the seminars of the GEcel-project led to a better
78
Greece
APPENDIX 1
CONCLUSION
One has to be careful while interpreting the results of this evaluation. The target groups in the
four participating countries were very different
from each other in regard to the age and the occupational structure of the participants as well as in
regard to their knowledge of the subject and their
Nevertheless, the analysis of the available data reveals a general high degree of satisfaction of the
participants with the Gender Mainstreaming seminars of the GEcel-project. The seminars contributed to a considerable increase of their general
and specific knowledge on gender mainstreaming
and on its implementation.
expectations. Beside of that it must be remem-
Reflecting the structure of the participants, it can
bered that the awareness of gender relations and
be considered that the more the participants knew
the levels of dissemination and implementation of
about Gender Mainstreaming and its implementa-
Gender Mainstreaming vary highly from country
tion before attending the seminars, the less the
to country. This was a one of the key preconditi-
seminars have been effective in increasing their
ons in the framework of the project.
knowledge in this field.
79
APPENDIX 2
DENMARK
GECEL - WHO IS WHO
Dr. Karen Sjørup and Peter Ussing, Roskilde
DANISH RESEARCH CENTRE ON GENDER EQUALITY
(CELI), ROSKILDE UNIVERSITY
The Danish Research Centre on Gender Equality
at the University of Roskilde conducts research,
development tasks, and distributes information
about Equality between women and men. The
Centre was constituted in September 2002, as a
replacement for the earlier Danish National Research and Documentation Centre on Equality.
They are concurrently working with several major
GREECE
Fotini Sianou (till 2004), Dr. Fotini Bellou and
Vicky Germotsi, Athens
RESEARCH CENTRE FOR GENDER EQUALITY
(KETHI)
KETHI gives a proof of its efficient research, educational and information work in equal opportunities and gender mainstreaming matters all over
the country and transnationally. Its active co-operation in the Mediterranean Area is directed to
participation, empowerment and civil society development.
www.kethi.gr
projects in EU among other labour market-projects in Estonia, Hungary and Polen. The Institute
offers a wide range of knowledge, experience and
ICELAND
best practice examples. www.celi.dk
Hildur Jonsdottir, Reykjavik
ESTONIA
EQUAL OPPORTUNITIES OFFICER OF THE CITY OF
REYKJAVIK
Riina Kytt, Tallinn
WOMEN’S TRAINING CENTRE (WTC)
The Equal Opportunities Office of the City of
Reykjavik has long-lasting experience in working
for gender mainstreaming in a country, which has
an expressis verbis reference to it in the Act for
Equal Opportunities. The proactive project co-
The WTC is a non-profit organisation founded in
1997 from the foregoing centre, which was supporting businesswomen. The broadening of the field
of working was directed to the strengthening of
gender democracy. More than 800 women participated meanwhile in the “Democracy-Training
Courses”. WTC has a lot of experience in educational projects and collaboration with partners in
Scandinavian countries.
www.nkk.ee
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operation in the Scandinavian as well as in the
European context and the promotion of innovative approaches in educational policy and practice
have produced impressive results in Iceland.
www.reykjavik.is
APPENDIX 2
GERMANY
CO-ORDINATING ORGANISATION:
Dr. Heidemarie Wünsche-Piétzka
Petra Grüne and Cornelia Schmitz
STRATEGIE 21 E.V. BONN
This organisation is an NGO with expert competencies in research, education, organisational
development and consulting. Transnational cooperation regarding equal opportunities subjects
and project–oriented work in order to develop
methodologies which are promoting processes of
common and mutual learning and connect it at the
same time with organisational learning are main
fields of working of the non-profit organisation
Dr. Karin Derichs-Kunstmann,
Jean-Luc Malvache, Victoria Schnier
FEDERAL AGENCY FOR CIVIC EDUCATION (BPB),
BONN
The bpb is a federal authority working under the
auspices of the Federal Ministry of the Interior.
Its work focuses on promoting an awareness of
democracy and political participation. It addresses
current and historical issues by means of events,
printed matter, audio-visual and online products.
Event formats used by the office include seminars,
conferences, festivals, fairs, exhibitions, study
trips, competitions and many more also for special target groups like teachers or journalists. All
these offers are intended to motivate citizens and
to empower them to confront political and social
RESEARCH INSTITUTE FOR LABOUR, EDUCATION AND
PARTICIPATION (FIAB), RECKLINGHAUSEN
issues in a critical manner, as well as to take an
active part in political life. Given Germany‘s historical experience of dictatorial regime types, the
The FIAB is connected to the Ruhr-University of
Federal Republic has a particular responsibility to
Bochum; the office is situated in Recklinghausen.
ensure that values such as democracy, pluralism
FIAB is working on the effects and problems of
and tolerance are firmly embedded in the public
globalisation and structural change esp. the fu-
consciousness. Thus gender sensitive education,
ture of labour, the analysis of training needs and
intercultural education and education for Europe
new methods in vocational training, the historical
are integrated in the aims and purposes of the or-
development of adult education, gender aspects
ganisation. The implementation of these goals as
of adult education and gender mainstreaming
well as in the organisation itself is promoted.
processes esp. within educational organisations.
www.bpb.de/gender
It has a lot of experience in research, evaluation
and practical work concerning gender sensitive
and gender equitable education/didactics. FIAB is
working as well on a national and on a European
level co-operating with educational associations,
colleges/universities, and centres for vocational
training, NGO’s, trade unions, companies, chambers and the state.
www.ruhr-uni-bochum.de/fiab/
www.gender.qualifizierung.de
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