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IMPRESSUMROSKILDE/ 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:

EXAMPLES OF GOOD PRACTICE IN TRAINING –

HIGHLIGHTS AND PITFALLS

A HANDBOOK FROM THE PROJECT: GECEL - CIVIC EDUCATION AND LEARNING FOR GENDER MAINSTREAMING

SocratesGrundtvig

Education and Culture

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TABLE OF CONTENTS

EUROPEAN FOREWORD 5CHAPTER 1 WHICH ARE THE TASKS AND OBLIGATIONS OF THIS PROJECT? 8

GLOSSARY OF TERMS - INTRODUCTION 9

GLOSSARY OF TERMS 12

CHAPTER 2 WHAT IS GENDER MAINSTREAMING? 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 40

CHAPTER 5 REPORTS ON GECEL GENDER TRAININGS / GENDER WORKSHOPS 46 ICELAND 46

ESTONIA 53

GERMANY 57

GREECE 66

CHAPTER 6 CONCLUSION AND RECOMMENDATIONS 71APPENDIX 1 RESULTS OF THE GECEL EVALUATION 75APPENDIX 2 GECEL - WHO IS WHO 80

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CORNELIA SCHMITZ

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 edu-cation. The basis for the manual at hand was laid with a Grundtvig 2-Learning Partnership, starting in 2002 and running under Socrates. Results of that were used and processed in a further coopera-tion project in Action Grundtvig 1, under the title „GEcel – Civic Education and Learning for Gen-der Mainstreaming gender mainstreaming Educa-tion“, that had started in 2003.

The composition of the partnership - organisati-ons and their representatives – has stayed roughly the same in both projects, except from the Mal-tese and the Austrian partner, Renee Laiviera, formerly social Ministry of Malta and Christiana Weidel, World of NGOs, Vienna, who could not take part in the Grundtvig 1-project. The partners were the following:• From Denmark: the Danish Research Centre

at Roskilde University with Karen Sjørup and Peter Ussing,

• 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-Kunst-mann,

• Strategie 21 e.V. with Heidemarie Wünsche-Pi-étzka,

• And the Federal Agency for Civic Education (bpb) with Petra Grüne and Cornelia Schmitz as coordinator.

So the partners were very diverse, came from dif-ferent backgrounds – from the communal and na-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.

In 2003 these partners started off in cooperation with the overall aim to „implement the European strategy of gender mainstreaming in the educatio-nal sector, mainly in civic/citizenship education“. Here individual as well as organisational learning processes were to be supported and promoted.

The goal was to produce a handbook, which was to contain „the educational modules developed and tested for multipliers of civic/political educati-on, published in six European languages“: Danish, Estonian, German, Greek, Icelandic and English. This goal was to be reached by collecting „the experiences referring to gender mainstreaming implementation in the participating countries, to compare and analyse them and to develop stan-dards of quality for them. The concepts developed this way should be adaptable to the needs in every single participating country“.

On the grounds that • There is currently no real common understan-

ding 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 gen-der mainstreaming viewed as managing diversi-ty,

• 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-natio-nal, European level,

• Finally the common understanding and sharp

EUROPEAN FOREWORD

FOREWORD

6

definition of terms and terminologies is so difficult to draw given the above named diffe-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.

How did we reach our goal, the production of a manual? This process had several steps:

• The collection and review of various training-of-trainers and educational modules from the respective partner countries, that had been al-ready used by the participating experts during their work;

• The identification of the specific target groups, the partners in the so called testing countries (Estonia, Germany, Greece and Iceland) wan-ted to address and the differing needs of these groups;

• The selection of specific modules from the col-lection due to the specific target groups‘ needs;

• The preparation of trainers, of the employees of the organising partner institutions, as well as the preparation of the participants for the trai-ning;

• The organisation, realisation and evaluation of the training sessions;

• Drawing conclusions, making the results utili-sable for a European audience in the educatio-

nal sector, especially in civic/citizenship educa-tion.

However as gender mainstreaming as a political concept is itself a work in progress and its imp-lementation a process under construction, so was our project work – especially because we, the part-ners, had different levels of knowledge, different ways of learning and had different legal frame-works at home.

During four project meetings and the work done in-between within the two years of the project running time, the team had to reroute several ti-mes, because its ambitions did not quite live to re-ality. “Reality” here means that the processes and dynamics, which emerged from working in a lar-ger, transnational group, with partners from quite different professional and cultural backgrounds, working at long stretches of time decentralised, could not be anticipated before completely. So at points it turned out that we needed much more time for the common and mutual learning process, for our common work as well as for the fruitful discussions to reach a common understanding.

So apart from continuously mailing, phoning and using the internet platform, that had been crea-ted 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

MEMBERS OF THE PROJECT GROUP DURING THE LAST PROJET MEETING IN BERLIN, GERMANY, APRIL 2005

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Still the overall aim and the goal of the GEcel-pro-ject have not been changed. So herewith you are presented with a compilation of models and mo-dules of good practice from the field of civic edu-cation and learning for the implementation of gen-der mainstreaming. You will get information about the test seminars/ workshops carried through in Iceland, Estonia, Greece and Germany including didactical and methodological approaches, fra-meworks, 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 Eu-ropean 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 introduc-tion 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” on the Internet under www.bpb.de/gender ➔ GE-cel, together with more information on the project and the partners. The respective language version will also be found on the Internet on the respec-tive websites of the partners (please see “Who is Who”).

Being at the end – for the time being - of over three years of working together transnationally, having visited each other and the respective part-ner organisations, exchanging material, transfer-ring 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: “Eu-rope has got a face.”

We as the project-team sincerely hope that this compilation can be of use to those of you, who are going to implement gender mainstreaming in their

respective fields of work. Please help yourself fre-ely to more copies of this manual from the Inter-net.

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 e-mail giving feedback/ ideas/ suggestions for better solutions/ etc. in order to make our and your work more sustainable and in order to create more Eu-ropean networking.

CREDITSWithout 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 Assis-tance Office in Brussels, to Heidi Ulrich and her colleagues.

Thanks to all the participants of the testing semi-nars/ workshops/ training within the GEcel-pro-ject in Iceland, Estonia, Greece and Germany.

To the organisers and employees of the respective partner organisations: Thank you very much for carrying through our project along with your own work and for being a part of it.

Finally we would like to thank the respective translators who made the English original under-standable in Danish, Estonian, German, Greek and Icelandic.

THE GECEL-PROJECT TEAM:Fotini Bellou Karin Derichs-KunstmannVicky GermotsiPetra GrüneHildur JónsdóttirRiina KyttCornelia SchmitzFotini SianouKaren SjørupPeter UssingHeidemarie Wünsche-Piétzka

FOREWORD

8

CHAPTER 1

KAREN SJØRUP

This handbook represents the results of the mutu-al learning process of a number of European part-ners 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-der mainstreaming processes in their own country as well as in other countries, while other partners have been either trainers or trainees in the test training courses organized within the project in Germany, Iceland, Estonia and Greece.

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-less it might often appear to be more of a rheto-rical strategy than a practical one. In practice the strategy has shown to face both forgetfulness and silent resistance from both high and low level in all the countries represented in this work.

It is an overall and demanding strategy that implies that policy makers in a very broad scale acknow-ledge 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, gen-der 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 per-sonnel in understanding and working with gender

mainstreaming. Until recently the women’s case was primarily forwarded and fought by female ‘fie-ry souls’, who were personally conscious of and en-gaged in this case. The gender mainstreaming stra-tegy is much more ambitious than that. It implies that all decision makers and administrators in the public sector know, acknowledge and work inten-sively with implementing the strategy.

The mission of this handbook is to provide tools for the actors to move a bit further on this diffi-cult road of gender affairs and to disseminate both the successful and the less successful experiences of the gender mainstreaming strategy in a Euro-pean context. It is particularly concerned with dis-seminating the strategy into the new countries in the enlarged EU and also to learn from the strate-gies in more advanced countries in the respect of gender equality.

Through the mutual learning process of the co-operating partners behind this handbook we lear-ned that the focus on the promotion of gender equality differs from country to country. The Scan-dinavian countries already reached a high level in the process, whereas the Mediterranean countries still need strong efforts to catch up. The East Eu-ropean 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 plan-ning and policy making.

However all countries face the situation of forget-fulness and silent resistance to the strategy which is merely marked by a lack of action rather than

WHICH ARE THE TASKS AND OBLIGATIONS OF THIS PROJECT?

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CHAPTER 1

by active counter argumentation. It still remains a difficult task to transform gender equality from being a subject for short terms projects or expe-riments to become an issue for everyday efforts, which is not questioned over and over and does

not need the constant attention of dedicated gen-der equality experts anymore.

In this context, training is an important instru-ment to make this transformation efficient.

PARTICIPANTS IN THE PLENARY SESSION OF A GENDER TRAINING

HEIDEMARIE WÜNSCHE-PIÈTZKA & KAREN SJØRUP

The gender mainstreaming approach itself and 20 years of global professionalisation of gender equa-lity policies and practices have made the subject and its aims less accessible for newcomers and less ideologically oriented persons.

New concepts and theories have been developed along with the development in gender studies and gender equality policies. These new concepts are

based on a theoretical basis that is not necessa-rily known to all agents. Thereby they are often confused. Generally the gender mainstreaming approach is based on the theory that gender is a social construction founded on language, actions and the structures of society, and that the biologi-cal sex is generally used as an explanation to struc-tures that are not biologically founded.

Ideas like ‘Men are from Mars, Women are from Venus1 are often communicated into the field, emphasising essential differences between women

1 John Grey: Men are from Mars and Women are from Venus. New York: HarperCollins, 1993.

GLOSSARY OF TERMS - INTRODUCTION

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CHAPTER 1

and men, and not realising that gender equality work rests upon the idea that women and men have quite similar potentials, similar aspirations in life and similar values. It also rests upon the social constructivist idea that gender is socially construc-ted, that it is not based on natural, essential roles ascribed for women and men.

Motherhood does not mean that women have a special task to nurse and nurture all their life, and that fatherhood does not mean that men should be the providers in charge of the family The overall idea is democratic: That women and men should be allowed similar access to resources and similar space to explore the world and develop themselves as individuals and as professionals.

Even then the ideas of Mars and Venus are pro-foundly challenging gender equality practices. The conceptions of gender as nature are both founded in everyday life practice and the power structure of society. Sex is associated with women and with their less powerful position in society, in which th-ey are looked upon as ‘the other’. As Simone de Beauvoir stated already in 1949, Man is regarded as the first sex and Woman is defined with refe-rence to him as “the second sex” and “the other”2.

The use of the word ‘gender’ instead of ‘sex’ to dis-tinguish between biological and social sex spread in gender studies from the Anglo-Saxon world to the rest of the world in the late 1970s. In the 1990s this dualistic theory was challenged profoundly by Judith Butler (1990)3 arguing that even the charac-teristics ascribed to ‘sex’ are socially shaped and that the duality does not solve the difficult ques-tion of understanding the ‘nature’ of gender and sex. This is still an ongoing academic discussion that we shall not dig deeper into in this handbook. Still most languages cannot translate gender into a word that is known and commonly accepted in the

country. In Sweden though gender was successful-ly translated into “genus”, a word referring to the grammatical categories of “masculine”, “feminine” and “neuter”.

There is a lot of confusion on concepts and ter-minology of gender mainstreaming. This is the re-ason, why we decided to develop this glossary. In this chapter we present the different English con-cepts, as they could be translated into German, Icelandic, Estonian, Greek and Danish language. This has been a complicated task, as most of the languages have not developed words to represent the concepts that were mostly formulated in Eng-lish. In some cases specific concepts and terms developed in one country could not be translated into other languages, as it has not yet been agreed on them in either scientific or popular language in the respective country.

The introduction of gender mainstreaming means that we are often faced with confusion of termi-nology, which makes our understanding, and ulti-mately also the design and implementation of this policy strategy, more difficult. Equal opportunities for men and women, equality of men and women, gender equality, gender equity, and gender demo-cracy are all different terms with different concep-tual approaches, which require to be differentiated through mutual understanding.

The concept of gender mainstreaming arising in the English-speaking area is based on the diffe-rentiation in meaning between the terms SEX and GENDER, for which there is only one single term or a one-word translation in many languages. Like-wise, the differentiation in a conceptual and ter-minological sense between EQUITY and EQUA-LITY is a characteristic of the gender mainstrea-ming concept. This differentiation has the effect that implementation policy as part of the frame-

2 Simone de Beauvoir: The second Sex. Paris 1949, London, Penguin 1972.3 Judith Butler: Gender Trouble. Feminism and the Subversion of Identity, New York, Routledge, 1990.

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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 mea-ning are lost, when the use of language is abbrevi-ated to using one term – and this has actually fatal consequences for the design and practical imple-mentation of the crosscutting strategic concept of gender mainstreaming within the sphere of policy formulation and everyday policy practice.

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 / boy-girl) 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 conse-quences 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-ciety. These roles vary within cultures and between cultures; they are changeable. Thus GENDER is the cultural-specific definition of femininity and masculinity.

The concept does implicate the socially construc-ted 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 equa-lity of rights, duties and opportunities of men and women as individuals are firmly established in all

social spheres. Equality can be individually claimed as part of the core civil and human rights guaran-teed by the state. Gender equity goes beyond the notion of individual rights for men and women, which is embedded in the equality concept.

The concept of gender equity is based on the no-tion of the recognized equivalence of the patterns of living, activities and capabilities / competencies, which are currently connoted as male or female and thus does not construct any gender hierarchy. It is a crosscutting task of the state, which has to be realised in the context of democracy and sus-tainability 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 soci-ety. 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 chan-ges are geared to meet the needs of people and not solely to make people adapt to the needs of the system.

Therefore both strategic elements - equality and equivalence – attract the attention in respect to the conception and implementation of change processes in society. Both strategic elements have to be given adequate consideration in the design of education and learning for gender mainstrea-ming and its realisation.

In the following chart we are explaining basic con-cepts and terms of gender mainstreaming. The de-finitions and explanations given here are parts of a work in progress and represent the mutual under-standing of the project team.

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CHAPTER 1DEFINITION BEGREB ERKLÄRUNG Definitsioon GREEK ICELANDIC

EQUALITY OF MEN AND WOMEN

LIGESTILLING MELLEM KVINDER OG MÆND

GLEICHBERECHTIGUNGT VON MÄNNERN UND FRAUEN

NAISTE JA MEESTE VÕRDÕIGUSLIKKUS

ΙΣΟΤΗΤΑ ΜΕΤΑΞΥ ΓΥΝΑΙΚΩΝ ΚΑΙ ΑΝΔΡΩΝ

JAFNRÉTTI KARLA OG KVENNA

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

Kõigil inimestel (meestel ja naistel /poistel ja tüdrukutel) on samad õi-gused, kohustused jaVõimalused kõikides ühiskonnaelu valdkondades

Κάθε άτοµο έχει τα ίδια δικαιώµατα, υποχρεώσεις και ευκαιρίες και αφορούν σε άνδρες και γυναίκες/ αγόρια και κορίτσια σε όλες τις κοινωνικές σφαίρες

Hver einstaklingur hefur sömu réttindi, skyldur og tækifæri, hvort sem það eru konur eða karlar, stúlkur eða drengir, í öllum geirum samfélagsins

EQUAL OPPORTUNITIES

LIGE CHANCER

CHANCENGLEICHHEIT

VÕRDSED VÕIMALUSED

ΙΣΕΣ ΕΥΚΑΙΡΙΕΣ

JÖFN TÆKIFÆRI

Each individual has the same opportuni-ties in all spheres of society

Alle individer har lige muligheder i alle liv-somstændigheder

Jedes Individuum hat die glei-chen Chancen in allen gesell-schaftlichen Bereichen

Kõikidel inimestel on ühesugusedvõimalused kõikides eluvaldkondades

Κάθε άτοµο έχει τις ίδιες ευκαιρίες σε όλες τις σφαίρες της κοινωνίας.

Allir einstaklingar hafa sömu tækifæri á öllum sviðum samfé-lagsins

GENDER EQUALITY

KØNSLIGESTILLING

GLEICHSTELLUNG

SOOLINE VÕRDÕIGUSLIKKUS

ΙΣΟΤΗΤΑ ΤΩΝ ΦΥΛΩΝ

KYNJAJÖFNUÐUR

The realisation of equal status and op-portunities for male- and female-attributed life models, skills and activities by law, norms and/or political practice

Opnåelse af reel ligestilling og lige muligheder for mand-ligt og kvindeligt as-socierede livsformer, kvalifikationer og ud-foldelsesmulig-heder i forhold til lov, politisk praksis og normer

Die Verwirklichung der Gleich-berechtigung und Chancen-gleichheit durch Gesetze, Nor-men und/oder politische Praxis in Bezug auf Lebensmodelle, Fähigkeiten und Tätigkeiten, die Männern und Frauen zuge-ordnet werden

Meestele ja naistele omaseks peetavate elumudelite, oskuste ja tegevuste ellu-viimine seaduste, normide ja/või polii-tikate kaudu nende võrdsest staatusest ja võrdsetest võimalustestlähtudes

Η εµπέδωση της ισότιµης θέσης 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, τους κανόνες και/ ή την πολιτική πρακτική

Raungering jafnrar stöðu og jafnra tækifæra fyrir kven- og karllæga lífshætti, hæfni og sam-félagsvirkni sem hvílir á lögum, gildum og/eða stjórnmálalegum hefðum

GENDER EQUITY

LIGEVÆRD

GESCHLECHTER-GERECHTIGKEIT

ΙΣΟΤΙΜΙΑ ΤΩΝ ΦΥΛΩΝ

JAFNGILDI KYNJA

Equitable evaluation (or: valuation, assess-ment or appreciation) and equal value of male and female life models, skills and activities in a society

Ligeværdig vurdering af kvinders og mænds livsformer, kvalifika-tioner og aktiviteter i samfundet

Gerechte Bewertung (oder: Wertschätzung, Beurteilung oder Einschätzung) und gleiche Wertstellung männlicher und weiblicher Lebensmodelle, Fähigkeiten und Tätigkeiten innerhalb einer Gesellschaft

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 δραστηριοτήτων σε µια κοινωνία.

Jafngilt mat (eða: jafnt verðmæ-ti) á kvenlægum og karllægum lífsháttum, og hæfni og virkni kvenna og karla í samfélaginu

GENDER EQUIVALENCE

KØNSBALANCE

GLEICHWERTIGKEIT

SUGUDE VÕRDVÄÄRSUS

ΙΣΟΔΥΝΑΜΙΑ ΩΝ ΦΥΛΩΝ

JAFNT VÆGI KYNJA

Equity and respec-tively equality of male and female life models, skills and activities in a society

Balance og ligheder mellem mænds og kvinders livsform, kvalifikationer og ak-tiviteter

Gleichberechtigung bzw. Gleichstellung männlicher und weiblicher Lebensmodelle, Fähigkeiten und Tätigkeiten innerhalb einer Gesellschaft

Meeste ja naiste elumudelite, oskuste ja tegevuste õiglane ja võrdne väär-tustamine ning siit tulenevalt sugude võrdväärsus

Ισοτιµία και αντίστοιχη σότητα µεταξύ των γυναικείων και ανδρικών πρότυπων ζωής, των δεξιοτήτων και των δραστηριοτήτων σε µια κοινωνία.

Jafngildi og jöfnuður milli kven-lægra og karllægra lífshátta og hæfni og virkni kvenna og karla í samfélaginu

GENDER ANALYSIS

KØNSANALYSE

GENDER-ANALYSE

SOOLINE ANALÜÜS

ΕΜΦΥΛΗ ΑΝΑΛΥΣΗ

KYNJAGREINING

The study of the situ-ation of women and men/boys and girls and gender relationships analysing statistics, legal framework, social conditions and other relevant factors con-cerning or referring to gender disadvantages

Analyse af kvinder og mænds, piger og drenges situation, relationer gennem sta-tistikker, lovmæssige rammer, sociale vilkår og andre relevante faktorer, der angår eller relaterer til køns-mæssig forskelle

Die Untersuchung der Situati-on von Frauen und Männern/Jungen und Mädchen sowie der Geschlechterverhältnisse durch Analysieren von Statistiken, rechtlichen Rahmenbedingun-gen, sozialen Voraussetzungen und anderen relevanten Fakto-ren in Bezug auf geschlechter-relvante Benachteiligungen

Naiste ja meeste /tüdrukute ja poiste olukorra ning sugudevaheliste suhete analüüs statistika, seadusandluse, sot-siaalsete tingimuste ning muude soo-list 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 túl-kun á tölfræðigögnum, lögum, félagslegum aðstæðum og öð-rum merkingarbærum þáttum sem eiga rót í eða hafa áhrif á stöðu kynjanna

GLOSSARY OF TERMS

CHAPTER 1DEFINITION BEGREB ERKLÄRUNG Definitsioon GREEK ICELANDIC

EQUALITY OF MEN AND WOMEN

LIGESTILLING MELLEM KVINDER OG MÆND

GLEICHBERECHTIGUNGT VON MÄNNERN UND FRAUEN

NAISTE JA MEESTE VÕRDÕIGUSLIKKUS

ΙΣΟΤΗΤΑ ΜΕΤΑΞΥ ΓΥΝΑΙΚΩΝ ΚΑΙ ΑΝΔΡΩΝ

JAFNRÉTTI KARLA OG KVENNA

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

Kõigil inimestel (meestel ja naistel /poistel ja tüdrukutel) on samad õi-gused, kohustused jaVõimalused kõikides ühiskonnaelu valdkondades

Κάθε άτοµο έχει τα ίδια δικαιώµατα, υποχρεώσεις και ευκαιρίες και αφορούν σε άνδρες και γυναίκες/ αγόρια και κορίτσια σε όλες τις κοινωνικές σφαίρες

Hver einstaklingur hefur sömu réttindi, skyldur og tækifæri, hvort sem það eru konur eða karlar, stúlkur eða drengir, í öllum geirum samfélagsins

EQUAL OPPORTUNITIES

LIGE CHANCER

CHANCENGLEICHHEIT

VÕRDSED VÕIMALUSED

ΙΣΕΣ ΕΥΚΑΙΡΙΕΣ

JÖFN TÆKIFÆRI

Each individual has the same opportuni-ties in all spheres of society

Alle individer har lige muligheder i alle liv-somstændigheder

Jedes Individuum hat die glei-chen Chancen in allen gesell-schaftlichen Bereichen

Kõikidel inimestel on ühesugusedvõimalused kõikides eluvaldkondades

Κάθε άτοµο έχει τις ίδιες ευκαιρίες σε όλες τις σφαίρες της κοινωνίας.

Allir einstaklingar hafa sömu tækifæri á öllum sviðum samfé-lagsins

GENDER EQUALITY

KØNSLIGESTILLING

GLEICHSTELLUNG

SOOLINE VÕRDÕIGUSLIKKUS

ΙΣΟΤΗΤΑ ΤΩΝ ΦΥΛΩΝ

KYNJAJÖFNUÐUR

The realisation of equal status and op-portunities for male- and female-attributed life models, skills and activities by law, norms and/or political practice

Opnåelse af reel ligestilling og lige muligheder for mand-ligt og kvindeligt as-socierede livsformer, kvalifikationer og ud-foldelsesmulig-heder i forhold til lov, politisk praksis og normer

Die Verwirklichung der Gleich-berechtigung und Chancen-gleichheit durch Gesetze, Nor-men und/oder politische Praxis in Bezug auf Lebensmodelle, Fähigkeiten und Tätigkeiten, die Männern und Frauen zuge-ordnet werden

Meestele ja naistele omaseks peetavate elumudelite, oskuste ja tegevuste ellu-viimine seaduste, normide ja/või polii-tikate kaudu nende võrdsest staatusest ja võrdsetest võimalustestlähtudes

Η εµπέδωση της ισότιµης θέσης 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, τους κανόνες και/ ή την πολιτική πρακτική

Raungering jafnrar stöðu og jafnra tækifæra fyrir kven- og karllæga lífshætti, hæfni og sam-félagsvirkni sem hvílir á lögum, gildum og/eða stjórnmálalegum hefðum

GENDER EQUITY

LIGEVÆRD

GESCHLECHTER-GERECHTIGKEIT

ΙΣΟΤΙΜΙΑ ΤΩΝ ΦΥΛΩΝ

JAFNGILDI KYNJA

Equitable evaluation (or: valuation, assess-ment or appreciation) and equal value of male and female life models, skills and activities in a society

Ligeværdig vurdering af kvinders og mænds livsformer, kvalifika-tioner og aktiviteter i samfundet

Gerechte Bewertung (oder: Wertschätzung, Beurteilung oder Einschätzung) und gleiche Wertstellung männlicher und weiblicher Lebensmodelle, Fähigkeiten und Tätigkeiten innerhalb einer Gesellschaft

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 δραστηριοτήτων σε µια κοινωνία.

Jafngilt mat (eða: jafnt verðmæ-ti) á kvenlægum og karllægum lífsháttum, og hæfni og virkni kvenna og karla í samfélaginu

GENDER EQUIVALENCE

KØNSBALANCE

GLEICHWERTIGKEIT

SUGUDE VÕRDVÄÄRSUS

ΙΣΟΔΥΝΑΜΙΑ ΩΝ ΦΥΛΩΝ

JAFNT VÆGI KYNJA

Equity and respec-tively equality of male and female life models, skills and activities in a society

Balance og ligheder mellem mænds og kvinders livsform, kvalifikationer og ak-tiviteter

Gleichberechtigung bzw. Gleichstellung männlicher und weiblicher Lebensmodelle, Fähigkeiten und Tätigkeiten innerhalb einer Gesellschaft

Meeste ja naiste elumudelite, oskuste ja tegevuste õiglane ja võrdne väär-tustamine ning siit tulenevalt sugude võrdväärsus

Ισοτιµία και αντίστοιχη σότητα µεταξύ των γυναικείων και ανδρικών πρότυπων ζωής, των δεξιοτήτων και των δραστηριοτήτων σε µια κοινωνία.

Jafngildi og jöfnuður milli kven-lægra og karllægra lífshátta og hæfni og virkni kvenna og karla í samfélaginu

GENDER ANALYSIS

KØNSANALYSE

GENDER-ANALYSE

SOOLINE ANALÜÜS

ΕΜΦΥΛΗ ΑΝΑΛΥΣΗ

KYNJAGREINING

The study of the situ-ation of women and men/boys and girls and gender relationships analysing statistics, legal framework, social conditions and other relevant factors con-cerning or referring to gender disadvantages

Analyse af kvinder og mænds, piger og drenges situation, relationer gennem sta-tistikker, lovmæssige rammer, sociale vilkår og andre relevante faktorer, der angår eller relaterer til køns-mæssig forskelle

Die Untersuchung der Situati-on von Frauen und Männern/Jungen und Mädchen sowie der Geschlechterverhältnisse durch Analysieren von Statistiken, rechtlichen Rahmenbedingun-gen, sozialen Voraussetzungen und anderen relevanten Fakto-ren in Bezug auf geschlechter-relvante Benachteiligungen

Naiste ja meeste /tüdrukute ja poiste olukorra ning sugudevaheliste suhete analüüs statistika, seadusandluse, sot-siaalsete tingimuste ning muude soo-list 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 túl-kun á tölfræðigögnum, lögum, félagslegum aðstæðum og öð-rum merkingarbærum þáttum sem eiga rót í eða hafa áhrif á stöðu kynjanna

13

14

CHAPTER 1GENDER

KØN/ SOCIALT KØN

GENDER (SOZIALE DIMENSION VON GESCHLECHT)SUGUPOOL (SOTSIAALNE SUGU)ΦΥΛΟ (ΚΟΙΝΩΝΙΚΟ)

KYNGERVI

Culture specific defi-nition of femininity and masculinity (so-cially 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, func-tions and roles attri-buted to women and men / boys and girls in public and private life; socially constructed definition of the rela-tionship between the sexes in a society

De udtryk for køn og kønsforskelle der er socialt skabt

Kulturspezifische Definition von Weiblichkeit und Männ-lichkeit (sozial konstruierte Geschlechterunterschiede, die Frauen und Männern, Mädchen und Jungen zugeschrieben wer-den 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 Frau-en bzw. Jungen und Mädchen im öffentlichen und privaten Leben zugeschrieben werden; sozial konstruierte Definition des Verhältnisses zwischen den Geschlechtern innerhalb einer Gesellschaft

Naiselikkuse ja mehelikkuse kultu-urispetsiifiline määratlus, sotsiaalselt konstrueeritud erinevused, mida omis-tatakse naistele ja meestele / tüdruku-tele ja poistele, mida nad realiseerivad; inimeste erinevused ja vastutus ühis-konnas, mis on määratletud naistele ja meestele / tüdrukutele ja poistele omistatud ülesannete ja rollidega ava-likus 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 δηµόσια και ιδιωτική ζωή. Κοινωνικά κατασκευασµένος ορισµός των σχέσεων µεταξύ των δύο φύλων σε µια κοινωνία.

Hin félags- og mennningarlega merking kvenleika og karl-mennsku (eiginleikar kynjanna sem eru félagslega skapaðir og eignaðir konum og körlum, stel-pum og strákum, kynjamunur og hlutverk sem eru ákvörðuð út frá hugmyndum um ólík verkef-ni, lífshætti, áhuga m.m. kven-na og karla á almannasviði og einkasviði; einnig hin félagslega merking afstæðna og tengsla milli kynja í samfélaginu

GENDER MAINSTREAMING

KØNSMAINSTREAMING

GENDER MAINSTREAMING

SOOLISE VÕRDÕIGUSLIKKUSE SÜVALAI-ENDAMINE

ΕΝΤΑΞΗ ΤΗΣ ΔΙΑΣΤΑΣΗΣ ΤΟΥ ΦΥΛΟΥ ΣΕ ΟΛΕΣ ΤΙΣ ΠΟΛΙΤΙΚΕΣ

SAMÞÆTTING KYNJA- OG JAFNRÉTTISSJÓNARMIÐA

Strategy for changing the prevailing social paradigender main-streaming 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 Pa-radigma von Gender, um die Umsetzung von Gerrechtigkeit und Gleichstellung mittels ei-ner konkreten Strategie zur Be-schleunigung des Fortschritts

Sugudevaheliste suhete valitseva sot-siaalse paradigender mainstreaminga muutmise strateegia naiste ja meeste elumudelite ja tegevuste õiglase ja võrdse väärtustamise ning võrdõigus-likkuse 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 και οικονοµικής ωής.

Markvisst safn aðferða til að breyta ríkjandi félagslegum við-miÝum um kyngervi til að hraða þróun til jafnréttis og jafngildis; gera jafnrétti að órjúfanlegum þætti allrar stefnumörkunar

GENDER INTEGRATION

INTEGRATION AF KØNSLIGESTILLING

INTEGRATION DER GENDER-PERSPEKTIVE

SOOLISE ASPEKTI INTEGREERIMINE

ΕΝΣΩΜΑΤΩΣΗ ΤΗΣ ΔΙΑΣΤΑΣΗΣ ΤΟΥ ΦΥΛΟΥ

The process of incor-porating the different needs of women and men/girls and boys, which are both practice-orientated (immediate) and stra-tegic (underlying) into policy, organisations and private life

At integrere kønsli-gestilling i alle poli-tikområder, både I praksis og på strate-gisk niveau

Der Prozess der Einbindung unterschiedlichen Bedürfnisse von Frauen und Männern/Mädchen und Jungen, sowohl praxisorientiert (unmittelbar) als auch strategisch (grundle-gend), in Politik, in Organisati-onen und in das Privatleben

Naiste ja meeste / tüdrukute ja poiste erinevate nii praktiliste (vahetute) kui strateegiliste (baasiliste) vajaduste lüli-tamine poliitikatesse, organisatsiooni-de 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 προσανατολσµένες στην πολιτική, στους οργανισµούς και στην ιδιωτική ζωή

Að taka tillit til ólíkra þarfa kar-la og kvenna /stúlkna og drengja í stefnu og starfsemi bæði með aðgerðum til skamms tíma og langtímaráðstöfunum

GENDER SENSITIVITY

KØNSSENSITIVITET

GENDER-SENSIBILITÄT

SOOTUNDLIKKUS

A. ΕΥΑΙΣΘΗΤΟΠΟΙΗΣΗ ΩΣ ΠΡΟΣ ΤΗ ΔΙΑΣΤΑΣΗ ΤΟΥ ΦΥΛΟΥ

KYNJAMEÐVITUND

Being sensitive and responsive to the dif-ferent female and male life models, skills and activities and their ef-fects on the public and private sphere

At være åben overfor og reagere på forskel-lige kvindelige og mandlige livsformer, kvalifikationer og aktiviteter og deres ef-fekt på den offentlige og den private sfære

Sensibel sein und auf die un-terschiedlichen weiblichen und männlichen Lebensmodelle, Fähigkeiten und Tätigkeiten sowie auf deren Auswirkungen auf den öffentlichen und priva-ten Bereich reagieren

Arvestav suhtumine naiste ja meeste erinevatesse elumudelitesse, oskus-tesse 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 στη δηµόσια και σην ιδιωτική ζωή.

Að vera læs á og fær um að bregðast við ólíkum kvenlægum og karllægum lífsháttum, hæfni og virkni og áhrifum þeirra á al-mannasviði og einkasviði

GENDER PERSPECTIVE

KØNSPERSPEKTIV

GENDER-PERSPEKTIVE

SOOLINE ASPEKT

B. Η ΟΠΤΙΚΗ ΤΟΥ ΦΥΛΟΥ

SJÓNARHORN KYNJAJAFNRÉTTIS

Put on the ‘gender glasses’: Be aware that gender advantages and disadvantages are pro-duced and reproduced in all relations of life

At tage kønsbrillerne på og se uligheder og fordele og ulemper, der skabes og genska-bes i alle relationer i livet

Die “Gender-Brille” aufset-zen: sich bewusst sein, dass geschlechterrelevante Vor- und Nachteile in allen Lebensbezie-hungen produziert und repro-duziert werden

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 αναπαράγονται σε όλες τις εκφάνσεις των ανθρώπινων σχέσεων.

Að setja upp ”kynjagleraugun”: Vera meðvituð/aður um að fé-lagslegt forskot og mismunun eru stöðugt að verða til alls-staðar á vettvangi samfélagsins

CHAPTER 1GENDER

KØN/ SOCIALT KØN

GENDER (SOZIALE DIMENSION VON GESCHLECHT)SUGUPOOL (SOTSIAALNE SUGU)ΦΥΛΟ (ΚΟΙΝΩΝΙΚΟ)

KYNGERVI

Culture specific defi-nition of femininity and masculinity (so-cially 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, func-tions and roles attri-buted to women and men / boys and girls in public and private life; socially constructed definition of the rela-tionship between the sexes in a society

De udtryk for køn og kønsforskelle der er socialt skabt

Kulturspezifische Definition von Weiblichkeit und Männ-lichkeit (sozial konstruierte Geschlechterunterschiede, die Frauen und Männern, Mädchen und Jungen zugeschrieben wer-den 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 Frau-en bzw. Jungen und Mädchen im öffentlichen und privaten Leben zugeschrieben werden; sozial konstruierte Definition des Verhältnisses zwischen den Geschlechtern innerhalb einer Gesellschaft

Naiselikkuse ja mehelikkuse kultu-urispetsiifiline määratlus, sotsiaalselt konstrueeritud erinevused, mida omis-tatakse naistele ja meestele / tüdruku-tele ja poistele, mida nad realiseerivad; inimeste erinevused ja vastutus ühis-konnas, mis on määratletud naistele ja meestele / tüdrukutele ja poistele omistatud ülesannete ja rollidega ava-likus 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 δηµόσια και ιδιωτική ζωή. Κοινωνικά κατασκευασµένος ορισµός των σχέσεων µεταξύ των δύο φύλων σε µια κοινωνία.

Hin félags- og mennningarlega merking kvenleika og karl-mennsku (eiginleikar kynjanna sem eru félagslega skapaðir og eignaðir konum og körlum, stel-pum og strákum, kynjamunur og hlutverk sem eru ákvörðuð út frá hugmyndum um ólík verkef-ni, lífshætti, áhuga m.m. kven-na og karla á almannasviði og einkasviði; einnig hin félagslega merking afstæðna og tengsla milli kynja í samfélaginu

GENDER MAINSTREAMING

KØNSMAINSTREAMING

GENDER MAINSTREAMING

SOOLISE VÕRDÕIGUSLIKKUSE SÜVALAI-ENDAMINE

ΕΝΤΑΞΗ ΤΗΣ ΔΙΑΣΤΑΣΗΣ ΤΟΥ ΦΥΛΟΥ ΣΕ ΟΛΕΣ ΤΙΣ ΠΟΛΙΤΙΚΕΣ

SAMÞÆTTING KYNJA- OG JAFNRÉTTISSJÓNARMIÐA

Strategy for changing the prevailing social paradigender main-streaming 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 Pa-radigma von Gender, um die Umsetzung von Gerrechtigkeit und Gleichstellung mittels ei-ner konkreten Strategie zur Be-schleunigung des Fortschritts

Sugudevaheliste suhete valitseva sot-siaalse paradigender mainstreaminga muutmise strateegia naiste ja meeste elumudelite ja tegevuste õiglase ja võrdse väärtustamise ning võrdõigus-likkuse 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 και οικονοµικής ωής.

Markvisst safn aðferða til að breyta ríkjandi félagslegum við-miÝum um kyngervi til að hraða þróun til jafnréttis og jafngildis; gera jafnrétti að órjúfanlegum þætti allrar stefnumörkunar

GENDER INTEGRATION

INTEGRATION AF KØNSLIGESTILLING

INTEGRATION DER GENDER-PERSPEKTIVE

SOOLISE ASPEKTI INTEGREERIMINE

ΕΝΣΩΜΑΤΩΣΗ ΤΗΣ ΔΙΑΣΤΑΣΗΣ ΤΟΥ ΦΥΛΟΥ

The process of incor-porating the different needs of women and men/girls and boys, which are both practice-orientated (immediate) and stra-tegic (underlying) into policy, organisations and private life

At integrere kønsli-gestilling i alle poli-tikområder, både I praksis og på strate-gisk niveau

Der Prozess der Einbindung unterschiedlichen Bedürfnisse von Frauen und Männern/Mädchen und Jungen, sowohl praxisorientiert (unmittelbar) als auch strategisch (grundle-gend), in Politik, in Organisati-onen und in das Privatleben

Naiste ja meeste / tüdrukute ja poiste erinevate nii praktiliste (vahetute) kui strateegiliste (baasiliste) vajaduste lüli-tamine poliitikatesse, organisatsiooni-de 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 προσανατολσµένες στην πολιτική, στους οργανισµούς και στην ιδιωτική ζωή

Að taka tillit til ólíkra þarfa kar-la og kvenna /stúlkna og drengja í stefnu og starfsemi bæði með aðgerðum til skamms tíma og langtímaráðstöfunum

GENDER SENSITIVITY

KØNSSENSITIVITET

GENDER-SENSIBILITÄT

SOOTUNDLIKKUS

A. ΕΥΑΙΣΘΗΤΟΠΟΙΗΣΗ ΩΣ ΠΡΟΣ ΤΗ ΔΙΑΣΤΑΣΗ ΤΟΥ ΦΥΛΟΥ

KYNJAMEÐVITUND

Being sensitive and responsive to the dif-ferent female and male life models, skills and activities and their ef-fects on the public and private sphere

At være åben overfor og reagere på forskel-lige kvindelige og mandlige livsformer, kvalifikationer og aktiviteter og deres ef-fekt på den offentlige og den private sfære

Sensibel sein und auf die un-terschiedlichen weiblichen und männlichen Lebensmodelle, Fähigkeiten und Tätigkeiten sowie auf deren Auswirkungen auf den öffentlichen und priva-ten Bereich reagieren

Arvestav suhtumine naiste ja meeste erinevatesse elumudelitesse, oskus-tesse 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 στη δηµόσια και σην ιδιωτική ζωή.

Að vera læs á og fær um að bregðast við ólíkum kvenlægum og karllægum lífsháttum, hæfni og virkni og áhrifum þeirra á al-mannasviði og einkasviði

GENDER PERSPECTIVE

KØNSPERSPEKTIV

GENDER-PERSPEKTIVE

SOOLINE ASPEKT

B. Η ΟΠΤΙΚΗ ΤΟΥ ΦΥΛΟΥ

SJÓNARHORN KYNJAJAFNRÉTTIS

Put on the ‘gender glasses’: Be aware that gender advantages and disadvantages are pro-duced and reproduced in all relations of life

At tage kønsbrillerne på og se uligheder og fordele og ulemper, der skabes og genska-bes i alle relationer i livet

Die “Gender-Brille” aufset-zen: sich bewusst sein, dass geschlechterrelevante Vor- und Nachteile in allen Lebensbezie-hungen produziert und repro-duziert werden

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 αναπαράγονται σε όλες τις εκφάνσεις των ανθρώπινων σχέσεων.

Að setja upp ”kynjagleraugun”: Vera meðvituð/aður um að fé-lagslegt forskot og mismunun eru stöðugt að verða til alls-staðar á vettvangi samfélagsins

15

16

CHAPTER 1GENDER MAINSTREAMING PROCESS

KØNSMAINSTREAMING-PROCES

GENDER-MAINSTREAMING-PROZESS

SOOLISE VÕRDÕIGUSLIKKUSE SÜVALAI-ENDAMISE PROTSESS

ΔΙΑΔΙΚΑΣΙΑ ΤΗΣ ΕΝΤΑΞΗΣ ΤΗΣ ΔΙΑΣΤΑΣΗΣ ΤΟΥ ΦΥΛΟΥ

SAMÞÆTTINGARFERLI KYNJA- OG JAFNRÉTTISSJÓNARMIÐA

Systematic implemen-tation of an action plan to integrate gen-der in the culture of an organisation and its field of action / policy - thereby contributing to a profound organi-sational transforma-tion

Systematisk gennem-førelse af en hand-lingsplan for at integ-rere køn i en organisa-tions kultur og politik – og dermed bidrage til en grundlæggende organisatorisk trans-formation

Die systematische Einfüh-rung eines Aktionsplans, um Gender in die Kultur einer Organisation und in deren Tätigkeitsbereiche/Politik einzugliedern – und so zu einer tiefgreifenden organisatori-schen Umwandlung beizutra-gen

Tegevuskava süstemaatiline elluviimi-ne, mille eesmärgiks on sugupoolte aspekti lülitamine organisatsiooni kultuuri ning selle tegevus- või polii-tikavaldkonda, mille kaudu aidatakse kaasa organisatsiooni põhjalikule mu-utumisele

Η συστηµατική εφαρµογή ενός 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.

Kerfisbundin innleiðing aÝ-gerðaáætlunar sem miðar að því að samþætta kynja- og jafnrét-tissjónarhorn inn í menningu og stefnu vinnustaðar eða skipu-lagsheildar og þar með að stuðla að grundvallarbreytingu

GENDER INDICATORS

INDIKATORER FOR KØN OG LIGESTILING

GENDER-INDIKATOREN

SOOLISED INDIKAATORID

ΔΕΙΚΤΕΣ ΦΥΛΟΥ

JAFNRÉTTISMÆLIKVARÐAR

Facts and figures with which gender-related outcomes of a gender mainstreaming process can be measured

Konkrete måltal for resultatet af en køns-mainstreaming proces

Fakten und Zahlen, mit denen genderbezogene Ergebnisse eines Gender-Mainstreaming-Prozesses gemessen werden können

Faktid ja arvandmed, mille abil saab mõõta soolise võrdõiguslikkuse süva-laiendamise protsessi tulemusi sugu-poolte aspektist

Γεγονότα και µεγέθη η χρήση των οποίων µπορεί να καταµετρήσει την έκταση προόδου σχετικά µε την ένταξη της διάστασης του φύλου σε µια διαδικασία.

Staðreyndir og mælitölur sem sýna stöðu og árangur samþæt-tingarferlis og jafnréttisstarfs

HEGEMONIC MASCULINITY

HEGEMONISK MASKULINITET

HEGEMONIALE MÄNNLICHKEIT

HEGEMOONILINE MASKULIINSUS

ΗΓΕΜΟΝΙΚΟΣ ΑΝΔΡΙΣΜΟΣ

HIN RÁÐANDI KARLMENNSKA

Placement of the do-minant mainstream (read: White, middle class, heterosexual, 30-50 aged men) ma-sculinity at the top of the hierarchical order of sex and gender

Placering af den do-minante kønsidentitet (Hvide, middelklasse, heteroseksuelle 30-50 årige men) på toppen af den hierarkiske or-den for køn

Die Plazierung des dominanten Mainstreams (weiß, Mittelklas-se, heterosexuell, Männer im Alter von 30-50), steht Männ-lichkeit ganz oben in der Hie-rarchie des biologischen und sozialen Geschlechts

Dominantse ja valdava (st valgete, keskklassi, hetereseksuaalsete, 30-50-aastaste meeste) maskuliinsuse aseta-mine 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 κοινωνικού)

Staðsetning hinnar ráðandi karlímyndar (hvítir, millistét-tar, gagnkynhneigðir 30-50 ára karlmenn) á toppi valda- og virðingarstiga karlmennsku og kvenleika

MAINSTREAMING GENDER

MAINSTREAMING GENDER

SUGUPOOLTE ASPEKTI INTEGREERIMINE

ΠΟΛΙΤΙΚΟΣ ΣΧΕΔΙΑΣΜΟΣ ΕΝΤΑΞΗΣ ΤΗΣ ΙΣΟΤΗΤΑΣ ΤΩΝ ΔΥΟ ΦΥΛΩΝ

The integration of a gender perspective into planning; putting planning into practice

Die Integration einer Gender-Perspektive in die Planung; Pla-nung in die Praxis umsetzen

Sugupoolte aspekti lülitamine planee-rimisse ning plaanide elluviimisesse

Η ένταξη της οπτικής του φύλου στο σχεδιασµό µιας πολιτικής και η εφαρµογή της στην πράξη

GENDER SEGREGATED DATA

KØNSOPDELTE DATA

GESCHLECHTERDIFFENRENZIERTE DATEN

SOOLISES LÕIKES ESITATUD ANDMED

ΔΕΔΟΜΕΝΑ ΔΙΑΧΩΡΙΣΜΕΝΑ ΚΑΤΑ ΦΥΛΟ

KYNGREINDAR UPPLÝSINGAR OG TÖLFRÆÐI

Collection of separate data and information about men and women / boys and girls

Udvikling af statistik og undersøgelser, så-ledes at der fokuseres på kønsforskelle

Sammlung separater Daten und Informationen über Männer und Frauen / Jungen und Mäd-chen

Statistika kogumine eraldi naiste ja meeste / tüdrukute ja poiste kohta

Συλλογή ξεχωριστών δεδοµένων και πληροφοριών για τους άνδρες και τις γυναίκες/ για τα αγόρια και τα κορίτσια

Söfnun og framsetning töl-fræðiupplýsinga og annarra upplýsinga um konur og karla / stráka og stelpur

GENDER IMPACT ASSESSMENT

KØNSKONSEKVENSANALYSE

GENDER IMPACT ASSESSMENT

MÕJUDE HINDAMINE SUGUPOOLTE ASPEKTIS

ΑΞΙΟΛΟΓΗΣΗ ΤΟΥ ΑΝΤΙΚΤΥΠΟΥ ΤΗΣ ΕΜΦΥΛΗΣ ΔΙΑΣΤΑΣΗΣ

JAFNRÉTTISMAT

A method to iden-tify potential conse-quences of a policy, a decision, a legal act or a development pro-gramme for gender equality, often used to make future measures gender-sensitive

En metode til at un-dersøge potentielle konsekvenser af en politik, en beslutning, en lov eller et udvi-klings-program for kønsligestilling, der ofte bruges til at gøre fremtidige tiltag køns-bevidste

Eine Methode zur Identifizie-rung möglicher Konsequenzen einer politischen Maßnahme, Entscheidung, Rechtsaktes oder eines Entwicklungspro-gramms für die Gleichstellung; häufig angewandt, um geplante Maßnahmen gender-sensibel zu machen

Meetod, mille eesmärgiks on poliitika, otsuse, õigusakti või arenguprogrammi eeldatavate potentsiaalsete tagajär-gede kindlakstegemine soolise võr-dõiguslikkuse 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 συµβάλλουν στην εµπέδωση της ισότητας.

Aðferð til að greina möguleg áhrif stefnu, ákvörðunar, lagaset-ningar eða áætlunar á stöðu og jafnrétti karla og kvenna, oft í þeim tilgangi að tryggja að slíkar ráðstafanir hafi jákvæð áhrif í framtíðinni

GENDER CONTRACT

KØNSKONTRAKT

VERTRAG DER GESCHLECHTER SUGUPOOLTE KOKKULEPE

ΚΟΙΝΩΝΙΚΟ ΣΥΜΒΟΛΑΙΟ ΤΟΥ ΦΥΛΟΥ

KYNJASÁTTMÁLI

Socio-cultural consen-sus on the prevailing male and female relati-onships and stereoty-pes in a society.

Den socialt-kulturelle konsensus, der uudtalt fastslår de fremher-skende kvinde- og manderoller i sam-fundet

Sozialkultureller Kon-sens über die vorherr-schenden Geschlechter (Gender)beziehungen und Stereotypen innerhalb einer Gesellschaft.

Ühine sotsiaal-kultuuriline arusaam ühiskonnas valitsevatest sugudevahe-listest 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

CHAPTER 1GENDER MAINSTREAMING PROCESS

KØNSMAINSTREAMING-PROCES

GENDER-MAINSTREAMING-PROZESS

SOOLISE VÕRDÕIGUSLIKKUSE SÜVALAI-ENDAMISE PROTSESS

ΔΙΑΔΙΚΑΣΙΑ ΤΗΣ ΕΝΤΑΞΗΣ ΤΗΣ ΔΙΑΣΤΑΣΗΣ ΤΟΥ ΦΥΛΟΥ

SAMÞÆTTINGARFERLI KYNJA- OG JAFNRÉTTISSJÓNARMIÐA

Systematic implemen-tation of an action plan to integrate gen-der in the culture of an organisation and its field of action / policy - thereby contributing to a profound organi-sational transforma-tion

Systematisk gennem-førelse af en hand-lingsplan for at integ-rere køn i en organisa-tions kultur og politik – og dermed bidrage til en grundlæggende organisatorisk trans-formation

Die systematische Einfüh-rung eines Aktionsplans, um Gender in die Kultur einer Organisation und in deren Tätigkeitsbereiche/Politik einzugliedern – und so zu einer tiefgreifenden organisatori-schen Umwandlung beizutra-gen

Tegevuskava süstemaatiline elluviimi-ne, mille eesmärgiks on sugupoolte aspekti lülitamine organisatsiooni kultuuri ning selle tegevus- või polii-tikavaldkonda, mille kaudu aidatakse kaasa organisatsiooni põhjalikule mu-utumisele

Η συστηµατική εφαρµογή ενός 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.

Kerfisbundin innleiðing aÝ-gerðaáætlunar sem miðar að því að samþætta kynja- og jafnrét-tissjónarhorn inn í menningu og stefnu vinnustaðar eða skipu-lagsheildar og þar með að stuðla að grundvallarbreytingu

GENDER INDICATORS

INDIKATORER FOR KØN OG LIGESTILING

GENDER-INDIKATOREN

SOOLISED INDIKAATORID

ΔΕΙΚΤΕΣ ΦΥΛΟΥ

JAFNRÉTTISMÆLIKVARÐAR

Facts and figures with which gender-related outcomes of a gender mainstreaming process can be measured

Konkrete måltal for resultatet af en køns-mainstreaming proces

Fakten und Zahlen, mit denen genderbezogene Ergebnisse eines Gender-Mainstreaming-Prozesses gemessen werden können

Faktid ja arvandmed, mille abil saab mõõta soolise võrdõiguslikkuse süva-laiendamise protsessi tulemusi sugu-poolte aspektist

Γεγονότα και µεγέθη η χρήση των οποίων µπορεί να καταµετρήσει την έκταση προόδου σχετικά µε την ένταξη της διάστασης του φύλου σε µια διαδικασία.

Staðreyndir og mælitölur sem sýna stöðu og árangur samþæt-tingarferlis og jafnréttisstarfs

HEGEMONIC MASCULINITY

HEGEMONISK MASKULINITET

HEGEMONIALE MÄNNLICHKEIT

HEGEMOONILINE MASKULIINSUS

ΗΓΕΜΟΝΙΚΟΣ ΑΝΔΡΙΣΜΟΣ

HIN RÁÐANDI KARLMENNSKA

Placement of the do-minant mainstream (read: White, middle class, heterosexual, 30-50 aged men) ma-sculinity at the top of the hierarchical order of sex and gender

Placering af den do-minante kønsidentitet (Hvide, middelklasse, heteroseksuelle 30-50 årige men) på toppen af den hierarkiske or-den for køn

Die Plazierung des dominanten Mainstreams (weiß, Mittelklas-se, heterosexuell, Männer im Alter von 30-50), steht Männ-lichkeit ganz oben in der Hie-rarchie des biologischen und sozialen Geschlechts

Dominantse ja valdava (st valgete, keskklassi, hetereseksuaalsete, 30-50-aastaste meeste) maskuliinsuse aseta-mine 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 κοινωνικού)

Staðsetning hinnar ráðandi karlímyndar (hvítir, millistét-tar, gagnkynhneigðir 30-50 ára karlmenn) á toppi valda- og virðingarstiga karlmennsku og kvenleika

MAINSTREAMING GENDER

MAINSTREAMING GENDER

SUGUPOOLTE ASPEKTI INTEGREERIMINE

ΠΟΛΙΤΙΚΟΣ ΣΧΕΔΙΑΣΜΟΣ ΕΝΤΑΞΗΣ ΤΗΣ ΙΣΟΤΗΤΑΣ ΤΩΝ ΔΥΟ ΦΥΛΩΝ

The integration of a gender perspective into planning; putting planning into practice

Die Integration einer Gender-Perspektive in die Planung; Pla-nung in die Praxis umsetzen

Sugupoolte aspekti lülitamine planee-rimisse ning plaanide elluviimisesse

Η ένταξη της οπτικής του φύλου στο σχεδιασµό µιας πολιτικής και η εφαρµογή της στην πράξη

GENDER SEGREGATED DATA

KØNSOPDELTE DATA

GESCHLECHTERDIFFENRENZIERTE DATEN

SOOLISES LÕIKES ESITATUD ANDMED

ΔΕΔΟΜΕΝΑ ΔΙΑΧΩΡΙΣΜΕΝΑ ΚΑΤΑ ΦΥΛΟ

KYNGREINDAR UPPLÝSINGAR OG TÖLFRÆÐI

Collection of separate data and information about men and women / boys and girls

Udvikling af statistik og undersøgelser, så-ledes at der fokuseres på kønsforskelle

Sammlung separater Daten und Informationen über Männer und Frauen / Jungen und Mäd-chen

Statistika kogumine eraldi naiste ja meeste / tüdrukute ja poiste kohta

Συλλογή ξεχωριστών δεδοµένων και πληροφοριών για τους άνδρες και τις γυναίκες/ για τα αγόρια και τα κορίτσια

Söfnun og framsetning töl-fræðiupplýsinga og annarra upplýsinga um konur og karla / stráka og stelpur

GENDER IMPACT ASSESSMENT

KØNSKONSEKVENSANALYSE

GENDER IMPACT ASSESSMENT

MÕJUDE HINDAMINE SUGUPOOLTE ASPEKTIS

ΑΞΙΟΛΟΓΗΣΗ ΤΟΥ ΑΝΤΙΚΤΥΠΟΥ ΤΗΣ ΕΜΦΥΛΗΣ ΔΙΑΣΤΑΣΗΣ

JAFNRÉTTISMAT

A method to iden-tify potential conse-quences of a policy, a decision, a legal act or a development pro-gramme for gender equality, often used to make future measures gender-sensitive

En metode til at un-dersøge potentielle konsekvenser af en politik, en beslutning, en lov eller et udvi-klings-program for kønsligestilling, der ofte bruges til at gøre fremtidige tiltag køns-bevidste

Eine Methode zur Identifizie-rung möglicher Konsequenzen einer politischen Maßnahme, Entscheidung, Rechtsaktes oder eines Entwicklungspro-gramms für die Gleichstellung; häufig angewandt, um geplante Maßnahmen gender-sensibel zu machen

Meetod, mille eesmärgiks on poliitika, otsuse, õigusakti või arenguprogrammi eeldatavate potentsiaalsete tagajär-gede kindlakstegemine soolise võr-dõiguslikkuse 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 συµβάλλουν στην εµπέδωση της ισότητας.

Aðferð til að greina möguleg áhrif stefnu, ákvörðunar, lagaset-ningar eða áætlunar á stöðu og jafnrétti karla og kvenna, oft í þeim tilgangi að tryggja að slíkar ráðstafanir hafi jákvæð áhrif í framtíðinni

GENDER CONTRACT

KØNSKONTRAKT

VERTRAG DER GESCHLECHTER SUGUPOOLTE KOKKULEPE

ΚΟΙΝΩΝΙΚΟ ΣΥΜΒΟΛΑΙΟ ΤΟΥ ΦΥΛΟΥ

KYNJASÁTTMÁLI

Socio-cultural consen-sus on the prevailing male and female relati-onships and stereoty-pes in a society.

Den socialt-kulturelle konsensus, der uudtalt fastslår de fremher-skende kvinde- og manderoller i sam-fundet

Sozialkultureller Kon-sens über die vorherr-schenden Geschlechter (Gender)beziehungen und Stereotypen innerhalb einer Gesellschaft.

Ühine sotsiaal-kultuuriline arusaam ühiskonnas valitsevatest sugudevahe-listest 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

18

KAREN SJØRUP

Gender mainstreaming is a political strategy imp-lying that gender equality must be integrated into all decisions, legal frameworks and activities deve-lop within of a given policy area.

Gender mainstreaming is a relatively new ap-proach in gender equality policy. It is a rather diffi-cult approach, bearing in mind that both concepts of ‘gender’ and ‘equality’ are unstable concepts that will be interpreted differently by people from different cultural and political backgrounds.

In practice this process implies that:1. possible gender equality problems have to be

identified and their extend and character ana-lysed;

2. New policies to solve these problems have to be developed, the consequences of already im-plemented 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.

In other words the gender mainstreaming ap-proach has both 1) an analytical dimension and 2) a dimension of change implementation. In this con-text concrete actions can take the form of positive actions, like for example when projects are laun-ched to engage women in setting up new busines-ses, 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 divi-sion of labour.

The central issue of the analytical perspective is to document, whether gender inequality can be ob-served in practice and reality in a given area whe-re you want to implement gender mainstreaming. This phase of the process shall qualify the know-ledge basis of the political process of change that is to be initiated subsequently. The two phases of

the process are fundamentally different and can imply different methods.

A further important element of this process of 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 responsibility for the initiation, monitoring and realisation of the process at level of the ordinary administrative and political bodies.

In this way the initiative for gender equality is supposed to become integrated into the political mainstream. An important argument for this resi-des in the fact that mainstream political decisions are not gender neutral, although they may seem so, but frequently rather imply discrimination or unequal treatment of women and men.

Some of the methods often mentioned as gender mainstreaming methods are: gender segregated statistics, benchmarking, gender impact assess-ment and gender analysis. These methods can used in the context of both the analysis and the change perspective. Still positive action can be considered an appropriated method in a mainstreaming pro-cess, as we consider the mainstreaming approach as an overall strategy aimed to provide equality in practice, rather than to provide equal opportuni-ties.

„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 decision-making positions, men’s limited access to paternity leave etc.. But gender segregated statistics are only a tool in the overall political process. Nevertheless there is an observed tendency that gender segrega-ted statistics are emphasised very much in the EU gender mainstreaming strategy. But they are only a first step in this strategy. As long as gender equali-ty is only documented, methods to provide change

CHAPTER 2

WHAT IS GENDER MAINSTREAMING?

19

are not developed. But the production of gender segregated statistics is an important step towards the documentation of gender inequality through objective and non-ideological data that are broad-ly recognised and acknowledged. In this context, they can be used to counterargument the often heard statement: “We already have accomplished gender equality in our country, our organisation, our university etc.”

„Benchmarking“ like mainstreaming is a concept difficult to understand in any other language than English. Both concepts are elements in the Open Method of Co-ordination used in the EU as a in-struments to co-ordinate policies between the different European countries without actually har-monising them. The aim of benchmarking is to set 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-dicators to be considered as objectives that should be reached within given time frames.

„Gender impact assessment“ is a method to identify whether a decision, a legal act or a de-velopment programme will have unwanted con-sequences for gender equality and to ensure that new gender inequality does not occur as a result of the implementation of new decisions and endan-ger the desired results. Gender impact analysis can take place at three different levels:• at the level of the analyse of how the gender di-

mension is working socially, politically or eco-nomically in a given policy area;

• at the level of assessment processes aimed to identify possible gender consequences of deci-sions of all kinds;

• at the level of the identification of alternative legal acts, programmes, proposals for decision, indicators, benchmarks etc. in order to avoid negative gender impacts.

In Sweden the so-called 3-R method was launched

for the municipalities to gender mainstream their services. The three R‘s stand for Representation, Resources and Realia. Representation means to investigate quantitatively through statistics how women and men are represented in the municipa-lities. Resources are about, how money, time and space is used and shared by women and men in the municipality. Realia are about analysing the cultu-ral norms and images vehicled by administrative structures and practices and how they contribute to maintain the differences between women and men.

The EU-Commission in the mainstreaming pro-ject connected to the 6. Framework programme in science and technology mentions three different objectives of gender mainstreaming:

1. Participation: All policies and programmes should be revised to make sure that women and men have equal possibilities to participate.

2. Diversity: All policies and programmes should reflect the different conditions, needs and inte-rests of women and men.

3. Reduce inequality: All policies and programmes should contribute to reduce inequality between women and men. This objective means not only to secure a fair and equal treatment of women and men‘s needs and interests. It requests a specific orientation and reorientation of policies and pro-grammes through the elimination of barriers and through positive action (Braithwaite 20011).

It could be argued that the mainstreaming strate-gy aims at eliminating the contradiction between ‚equality‘ and ‚diversity‘ by making a strategy lin-king the rights to diversity and the claims to equa-lity.

It is an open question, whether this is actually pos-sible in practice.

Positive action is a strategy that is often regarded the opposite to gender mainstreaming as it focus-

CHAPTER 2

1 Mary Braithwaite: Gender Mainstreaming in Regional Development. Engender, Brussels

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es on the situation of only one gender, usually wo-men.

Positive action is an effort to bring the most dis-advantaged gender into the same position or clo-se 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.

In the EU the gender mainstreaming strategy is regarded a two-legged strategy, using both the strategies of gender mainstreaming and positive action in order to reach the wished objective. If

this objective is to create an equal share of women and men in a particular position, the strategy of positive action will often be the only way of attai-ning 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 implemen-tation situations. In some cases, the setting of a long-term target to improve the share of the un-der-represented gender, like for ex. a long-term recruitment, may be a more appropriate solution than a quick-term action and can bring better re-sults than quotas2.

HISTORICAL BACKGROUND

2 Lykke Nielsen, Lehn & Sjørup: Gender mainstreaming strategien. I Dahlerup & Borchorst 2004

GENDER MAINSTREAMING TRAINING MATERIAL

HEIDEMARIE WÜNSCHE-PIÈTZKA

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 opportunities, which has its roots especially in the American and Western European feminist move-ment and in development policy. This historical

sequence is extensively described in gender main-streaming literature, handbooks and documents.

Less attention has been given to the second pilar, that is the strong link between this strategy and the comprehensive sustainability approach of in-ternational governmental, supranational and esta-blished non-governmental organisations.

Confronted with the large number of global pro-blems that are impairing the living and develop-mental conditions of humanity as a whole, the

21

international community has had to develop strategies, which will ensure future human deve-lopment. All societies are facing the challenge of playing their part in developing and implementing strategies that meet the demands of the future.

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 the necessity for a global and respectively natio-nal change of the paradigm of gender mainstrea-ming in the gender relations. It shows as well the necessity for a new gender contract, whereby the expected change in the prevailing stereotype roles should make a significant contribution to create a global society that is more equal and better equip-ped to meet the demands of the future. Global changes will only be able to take place, if the re-sponsibilities for the development and implemen-tation of strategies supposed to meet the demands of the future, are assumed both at a regional and national level.

The Report on Human Development of 1995 pre-pared by the UNDP, the development programme of the United Nations1, came to the conclusion:

„HUMAN DEVELOPMENT, IF NOT ENGENDERED, IS ENDANGERED. ... THIS IS THE SIMPLE AND FAR-REACHING MESSAGE OF THIS REPORT.“

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 COLO-NIALISM 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

the non-governmental organisations and the en-deavours of countries at international and natio-nal levels to achieve equal opportunity and gender equality did not bring about the necessary success. Subsequently path-breaking decisions have been made at European level, especially in the prepara-tion for the Fourth World Conference of Women which took place in Beijing in September 1995.

Within the context of justifying a gender-sensiti-ve policy-making, the need to create a new gender contract was emphasised. This contract should contain the active and visible policy for mainstre-aming a gender perspective in all the relevant poli-tical, economic and social policy fields in order to achieve a society that is more equal and equipped to meet the demands of the future.

The fair sharing of responsibility in family life, in respect to work and in society, as well as a fair sha-ring 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 instrument to ensure a sustainable development, democracy and peace, as the Report on Human Development 1995 states:

“INVESTING IN WOMEN’S CAPABILITIES AND EMPO-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 Commis-sion for Europe (ECE).2

Pursuant to the analysis-based findings of the Report on Human Development 1995, an agree-ment was reached in the declaration and action

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1 Human Development Report 1995, United Nations Development Programme, New York 1995 .2 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)

22

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programme on the World Summit for Social De-velopment in Copenhagen in March 1995: “It is necessary to change the prevailing social paradigm of gender to usher in a new generation of women and men working together to create a more huma-ne world order.”

And it was further stated: “Social and economic deve-lopment 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 in-ternational community and as such must be at the centre of economic and social development.”

As commitment (“We commit ourselves...”) the governments agreed on: “The revolution for the reali-sation of gender equity and equality has to be speeded up by concrete strategy for accelerating the progress.” 3

This strategy, which adopted the category “gender equity” as an equally balanced concept alongside “equality”, has been embedded as gender main-streaming in the system of the United Nations and other organisations, e.g. in the European Union since 1996.

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 opportu-nities, led by the EU-president was the most im-portant 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-

tant for equal opportunity and horizontal gender mainstreaming implementation, like employment policy, structural funds and programmes for cons-ciousness building. Special instruments for gender mainstreaming education and training e.g. SMART (Simple Method to Assess the Relevance of Poli-cies To Gender) were developed. The transfer into 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 milestones in the history of good governance. Me-anwhile the “Community framework strategy on gender equality (2001-2005)” codified the further development of gender mainstreaming with re-gard to its content as well as the methodology for its implementation.

The Nordic Council of Ministers has been a pre-cursor in gender mainstreaming policy. A pilot project run 1997-1999 to implement gender main-streaming in labour market and youth policies in 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 in-to mainstream policy designs in all Nordic coun-tries generating good practice examples for other countries.

3 World Summit for Social Development, Copenhagen, 1995, Programme of Action, Article I / 74 Summary in: Final Report of The Group of Specialists on Gender Mainstreaming. Conceptional Framework 1998, Council of Euro-

pe, EG-S-MS(98)

23

CHAPTER 2

THEORETICAL BACKGROUNDKAREN SJØRUP

The gender mainstreaming strategy has developed alongside with the development of gender theory, which grew out from the feminist political move-ments in the Western world in 1970’s and the fol-lowing decades.

The concept of gender was first used in the late 1970’s, as a tool to distinguish between the biolo-gical disposition of women and men, described as “sex”, and the social construction of the distinct social expectations to women and men, described as “gender; in the same way, the social arrangement of gender was described as “gender contract”.

This distinction was proposed by Gayle Rubin in her famous article “The Traffic in Women” (1975)1, in which she presented an attempt to formulate a coherent theory of the sex/gender system locali-sing both local and universal aspects of an over-all male dominated society, analysing gender from the perspective of the anthropological studies on remote and hidden cultures, and from the pers-pective of the universalistic theories of Marx and Freud. On the basis of anthropological studies she even stated that phenomena such as the incest ta-boo and the Oedipus complex analysed by Freud could be found universally.

Rubin’s work was the point of departure for Hei-di Hartmans article “The Unhappy Marriage between Marxism and Feminism, Capitalism and Patriarchy” (1979)2 in which she stated that capi-talism and patriarchy joined together in a system allowing capital to exploit the work force of wo-

men as a reserve labour force, and that every man dominates at least one woman, his wife.

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-way in “Simians, Cyborgs and New Technology”4, in which she states that technology influences the biological dispositions to such an extent that we cannot speak any longer of either sex or gender as static, universal or essential phenomena.

Butler proposed that gender should be rather con-sidered as an act, a performance, as a way of rela-ting to each other that is changing and changeable through time and varies in different cultures. In this way the structuralist attempt to see gender in the light of a structural system based on patriarchy was put in question by a deconstructive gender approach denying all essential inheritance in the formation of gender and where patriarchy is de-scribed as an underlying stream working into the realm of performative gender.

Gender mainstreaming as a strategy developed alongside with gender theory, and the observable move from a feminist to a universal gender main-streaming perspective indicates that this develop-ment took place in feminist policies as well as in gender studies. However it remains evident that the gender mainstreaming strategy is still rooted in the political work of feminists operating on the basis of a theory stating that patriarchy can be addressed as the easily identifiable “enemy”.

1 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 1975.2 Heidi Hartmann: Women and Revolution : A Discussion of the Unhappy Marriage of Marxism and Feminism, South End Press 1981.3 Judith Butler op.cit.4 Donna Haraway: Simians, Cyborgs, and Women: The Reinvention of Nature. New York, Routledge 1991.

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CHAPTER 3

ESTONIARIINA KYTT

The Republic of Estonia has committed itself to combating existing inequalities between women and men. By the duties enshrined in different international instruments, e.g. Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), which Estonia ac-cessed to in 1991, or by the commitments of the Beijing Platform for Action, Estonia has underta-ken to implement gender equality as a fundamen-tal human right promoted by EU law.

After the Beijing conference in 1995, a Bureau of Gender Equality was established at the Ministry of Social Affairs in 1996. In 2005, the bureau was transformed into a gender equality department with the staff of 5 employees. The gender equality department is responsible for coordinating acti-vities targeted at eliminating gender inequalities, drafting legislation and promoting gender equali-ty. On the initiative of the government, an inter-ministerial committee on gender equality was es-tablished 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 and assistance for victims, working life, education and the economic situation of women along with institutional cooperation.

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 joi-ned the EU. The necessity of passing the Act was reinforced by accession to the European Union and the obligation to bring Estonian legislation in-to conformity with EU law.

The aim of the Gender Equality Act is to reduce gender-based discrimination in all areas of life, including the workplace. The Gender Equality Act obliges authorities and employers to promote equality between men and women, thus strengthe-ning the legislative basis for furthering gender equality.

The Gender Equality Act clarifies the terminolo-gy and definitions with regard to gender equality; defines and explicitly prohibits direct and indirect discrimination; and lays down relevant measures in this area. To a large extent it deals with equal treatment at work and establishes a number of obligations for the employer as the ‚promoter‘ of equality. The Act requires that state and local go-vernment agencies promote gender equality syste-matically and purposefully.

The Act specifies that upon planning, implemen-tation and assessment of national, regional and institutional strategies, policies and action plans the state and local government agencies take in-to 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.

Even with the Gender Equality Act supporting the activities aimed at furthering gender equality, there is a long way to go to implement gender mainstrea-

GENDER MAINSTREAMING AND GENDER EQUALITY POLICIES

IN THE PARTNER COUNTRIES

25

ming in practice. To identify the areas where inter-vention is most urgently needed in terms of raising awareness and developing knowledge and skills necessary for implementing gender mainstreaming in the early 2005, a 1012-respondent survey was conducted among Estonian civil servants and lo-cal 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% did not know the strategic gender equality goals set in Beijing, 95% had no knowledge of CEDAW and 80.4% were not familiar with the Estonian Gender Equality Act. With 88.7% of civil servants having never participated in any gender equality-related training, nearly 59.3% of the respondents said they were not interested in the topic.

We may well presume that building the knowledge- and skills-base necessary for implementing gender 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 trai-ners 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 par-ticipating the project the handbook helps promo-te effective learning and enhance professionalism of Estonian trainers of gender mainstreaming.

http://www.vm.ee/estonia/kat_399/4188.html

http://www.sm.ee/eng/pages/index.html

http://www.enut.ee/enut.php?keel=ENG

DENMARKKAREN SJØRUP

In Denmark the gender mainstreaming strategy was taken up as a national gender equality strategy in the year 2000, when a new gender equality act was passed in the Danish parliament.

According to this act gender must be integrated into all planning and policy making in the public sector. Public authorities shall, within their re-spective areas of responsibility, seek to promote gender equality and incorporate gender equality in all planning and administration.

Additionally the act states that ‘Public commit-tees, 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 com-pliance 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 commit-tee was set up to take the lead of the process in each Ministry.

Every second year, ministries, state institutions and state-owned undertakings shall prepare a re-port 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 emplo-yees to their citizens. Such reports shall be subject to adoption by the local council and the county

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council. Such reports shall include information on: (i) Whether the local authority or the county au-thority has formulated a policy on gender equality and if so, the detailed contents of such policy; (ii) the gender distribution across job categories; and (iii) any other matter deemed to be of importance for the efforts made by the local authority or the county authority in respect of gender equality.

In order to report on the progress of the muni-cipalities the minister of gender equality set up a web portal ‘Mapping Denmark’ in which the gen-der equality successes of the municipalities are mapped in order for them to compete on attrac-ting new citizens.

It is remarkable that even though an ambitious plan was made in the 2000 act, considerably litt-le happened. Since the act passed, the govern-ment changed twice. The members of the new 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 po-wer 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

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 im-

portant strategy by the people actually in char-ge of it,

• That insufficient funds are allocated to this ac-tivity,

• That it is in practice often difficult to uphold the interest from the responsible top level civil servants.

In 2004 the Congress of the Danish trade unions (LO) decided that gender mainstreaming should be integrated into the activities of the congress. This means in practice that gender mainstreaming should be integrated into the training of shop ste-wards, that there should be a focus on the gender wage gap, that women should be trained to join 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 de-part from the previous women’s strategy and to make men commit themselves sufficiently to the strategy. It is probably also seen as a dividing strat-egy jeopardising the unity of the trade unions, alt-hough the strategy is actually quite successful.

In the business sector only the larger companies seem to engage in the gender mainstreaming stra-

DANISH GENDER MAINSTREAMING TOOLBOX

ARTICLE ON PARENTAL LEAVE FOR FATHERS

27

tegy, however there seems to be a tendency that the business sector prefer the diversity manage-ment strategy, to make integration of gender and ethnicity into a joint effort of management. This is probably due to the fact that these companies are international companies influences by Ameri-can management strategies. But it seems also that these companies act as role models. As the Danish telecommunication company TDC that offers new fathers a 10 weeks leave with a full salary and send them a gift of baby nursing remedies.

www.lige.dk

www.celi.dk

www.kvinfo.dk

GREECEFOTINI BELLOU

The legal framework of Greece regarding gender equality was established by the Greek Constitu-tion of 1975 (art. 4 § 2). The principle of gender equality was set as a certain aspect in the general constitutional principle of equality, which stipula-ted that Greek men and Greek women are equal before the law and have equal rights and obligati-ons. This constitutional provision paved the way for the promotion of equal treatment of women and men in the political, social and economic sec-tors of the Greek state. An advisor to the Prime Minister on Gender equality was appointed for the first time in Greece in 1982. The General Secreta-riat for Gender Equality was established in 1985 as a competent government agency in the context

of the Ministry of Interior, Public Administration and Decentralization (law 1558/85) in order to im-plement programmes promoting gender equality. The Secretariat is responsible for promoting and implementing gender equality (legal and actual) in all sectors (political, social, cultural, economic). In 1994, the Research Centre for Gender Equality (KETHI), a Legal Entity under Private Law was created and operates since then under the super-vision of the General Secretariat for Equality. In 2000, the Regional Equality Committees (art.6, 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 pro-vides (art.6) the requirement for ensuring balanced participation of men and women in decision ma-king 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 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 ex-ample, it actively participated in designing actions for the Third Community Support Framework and the National Action Plan on Employment. This cooperation produced significant results since ma-ny of the positive actions for gender equality were integrated into Operational Programmes, such as those of the Ministries of Labour, Development, Education and Agriculture.

The promotion of gender equality was further ex-panded by the clause of the article 116, § 2, of the revised Constitution of 2001. Thus, previous de-viations from the principle of gender equality we-re abolished and the commitment of the state to undertake certain positive measures for the elimi-nation of discrimination against women was insti-tutionalised. This provision, to the establishment of which women’s organizations played an impor-

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tant role, rendered Greek constitutional law in full compliance with the international and European respective legal framework. It also vindicated the widely acknowledged argument that the princip-le of gender equality is better served if equality is understood and implemented from the perspecti-ve of equal opportunities, since the latter enhance social rights as well as the rule of law, while it ef-fectively promotes respect and protection of hu-man rights in a wider context.

Greece, mainly through the General Secretariat for Equality, has initiated an integrated and cohesi-ve strategic intervention for the period 2004-2008 which is bound to serve two major objectives. The first objective is to highlight the salience of gen-der equality at the national level. The second ob-jective is to promote the European dimension on gender issues in Greece. It has been declared that the promotion of issues related to the above stra-tegic intervention constitutes a national priority for Greece, which transcends political and party differences.

The main rationale behind this twofold interven-tion is the emancipation of gender issues from the category of “marginal and special issues” and their incorporation into the areas of the state’s do-minant national priorities, namely development, employment and social cohesion. Importantly, it is admitted that Greek women, comprising the ma-jority of the Greek population (52%), face major problems as regards their inclusion in the social and economic structures. Therefore, in no way th-ey should be regarded as a “special” or “vulnerable” 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.

To date, issues regarding equality between men and women are discussed in Greece mainly through the perspectives of individual and social rights, which is undoubtedly an important approach. Accordin-gly, the General Secretariat for Gender Equality regards gender equality not as “feminine issue” but

as an issue of concern that applies to the entire so-ciety and thus is treated by means of equality and not discrimination.

MEANS AND MECHANISMS FOR THE IMPLEMENTATION OF POLITICAL STRATEGY

The General Secretariat for Equality is committed to support its strategic intervention by the follo-wing means: • The promotion of gender mainstreaming;• The implementation of specific positive ac-

tions during the period 2004-2008 conducive with article 116, paragraph 2 of the Greek Con-stitution which are materialized through the perspective of restoration of equality;

• The promotion of social dialogue with social partners, syndicates and other groups regarding ongoing progress on gender equality issues;

• The gradual introduction of proactive legislati-on in areas of immediate concern such as the labour market and working conditions;

• The promotion of dialogue with all political parties and NGOs focusing on gender equality issues.

In addition, Greece has announced the implemen-tation of certain mechanisms through which gen-der equality and in particular it’s mainstreaming will be attained. Some of the mechanisms men-tioned below although announced, they have not fully materialized at the time of writing. However, it would have been a serious omission not to in-clude them in the handbook since they comprise Greece’s official strategy on gender equality and mainstreaming.

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-onal upgrading. The second mechanism involves the immediate establishment of a new national forum, the Committee for Equality between Men and Women, as a permanent structure for dialogue between governmental agencies and respective NGOs aiming at formulating legislation on gender

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equality as well as monitoring progress in the im-plementation of respective policies. The establish-ment of such a Committee is considered crucial especially at times when difficult economic and social circumstances may sideline gender equality issues from the political agenda. The Commit-tee will have a two-year term and will consist of the Minister of Interior, Public Administration 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, Health and Social Solidarity) as well as represen-tatives 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 gender equality nationwide. In addition to the es-tablishment of new structures, the General Secre-tariat 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-Ministe-rial Committee for Gender Equality in order to coordinate with the National Committee for the Equality between Men and Women for a compre-hensive implementation of gender mainstreaming. Equally important is considered the strengthe-ning and further mobilization of the Permanent Committee for Equality and Human Rights in the Greek Parliament, which was established recently under the new Parliament’s Regulation. Finally, the constant support and monitoring of the work of the Regional Committees for Equality in the 13 Regions of the country is regarded another me-chanism through which gender mainstreaming will be realized.

To conclude,it has to be pointed out that as re-gards gender mainstreaming Greece is committed to European standards and has initiated a number of important legal provisions in this direction. However, it is widely admitted that there is a gap between the existence of the legal framework and comprehensive implementation. As regards the latter there is still progress to be made.

www.epeaek.gr

www.kethi.gr

www.isotita.gr

GERMANYCORNELIA SCHMITZ

The current legislative situation concerning equal opportunities of women and men is based on the Basic Law of the Federal Republic of Germany from 1949. Here it was laid down in Article 3, § 2 as one of the Basic Rights: „men and women shall have equal rights„. After the unification of Germa-ny in the course of a general reform of the Basic Law, it was amended in 1994. Now the implemen-tation of equal rights was defined as a duty of the state: It “shall promote the actual implementation of equal rights for men and women and take steps to eliminate disadvantages that now exist“. To

30

achieve this national objective, a series of legisla-tive acts has been passed to modify and complete the 1. Law on Equal Opportunities for Men and Women in 1958 (please see short chronology).

The implementation of gender mainstreaming on the federal level started in June 1999, while ac-cording to the Treaty of Amsterdam, the Federal Cabinet decided to make gender mainstreaming a cross-sectoral policy, the „consistant principle gui-ding its governance“. Subsequently gender main-streaming 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 administ-rative measures of the Federal Government”.

The two objectives defined in this context are:• Equality• Modernisation of institutions.

To implement those provisions an Inter-ministe-rial Working Group (IMA) was established under the co-ordination of the Federal Ministry for Fa-mily Affairs, Senior Citizens, Women and Youth in May 2000 with heads of directorates-general from all ministries. This Inter-ministerial Working Group made a binding agreement that:• Each department would implement at least one

project as a pilot project, subject to the stipula-tions required by gender mainstreaming;

• All ministries organise in their own responsibi-lity sensibility measures as well as further trai-ning for their staff and management;

• Structures are to be build up and instruments for the implementation of gender mainstrea-ming have to be developed;

• A scientific monitoring team was employed to put into effect this large-scale process and to carry out its evaluation.

During the first phase of implementation 33 pilot projects have been set up in the departments. Ex-amples of these are:1. In the Federal Ministry for Family Affairs, Se-

nior Citizens, Women and Youth i.e. (with the

participation of the Federal Chancellery) the projects:„Gender mainstreaming in Personnel Development“ and „Evaluation of the conse-quences of legislation and in submissions to the Cabinet“ www.bmfsfj.de;

2. In the Federal Ministry of the Environ-ment: „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 Inte-rior, the Federal Agency for Civic Education is carrying through the „Implementation of gen-der 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 examp-

le „Gender mainstreaming in the Preparation of Legislation“ to check whether the legisla-tive procedure in question is likely to have an equal-rights impact. This instrument has been tested for one year, has been through a process of evaluation and revision and has then been transmitted to the ministries for application in February 2004 through the State Secretaries’ Committee;

2. The „Knowledge Network“ (Wissensnetz), an online platform of the government on gender mainstreaming www.gender-mainstreaming.net;

3. The Gender Competency Centre (Gender-KompetenzZentrum) that was founded in 2003 to sustain what has been achieved so far, and as a central institution to advise, inform and car-ry out research, and of course to support with a future orientation all the institutions of the Federal Government in the implementation of gender mainstreaming.

What is now the state of the affairs after almost five years of implementation work of gender main-streaming at federal level? There were a whole se-ries of obstacles, resistances, setbacks but also of highlights and successes in these years. However, the process of implementation is still at the begin-ning and gender mainstreaming is far from a tran-

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sition into every day administrative practice. Ne-vertheless the awareness of the impact that the ca-tegory „gender“ has on all decisions has massively grown. Now the second phase of implementation aiming at gender mainstreaming to be established in a sustained manner throughout all ministries 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 under-way – 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 would be beyond the scope of this relatively short, introductory overview on how the implementati-on 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 on each individual German state on the Internet under. www.gender-mainstreaming.net. The Deut-sche 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 partially presented in English.

Chronology of the legislation enacted on the gen-der equality of men and women: 1958: 1. Law on Equality of Men and Women:

right of a married man to terminate working relationship of his wife is revoked, parental authority instead of paternal, but final say re-mains with the father, model of the „housewife marriage“;

1977: 1. Legislation on the Reform of Matrimoni-al and Family Law: broken marriage principle in the event of divorce instead of principle of

guilt, model of marriage on equal terms; 1979: Law on the Introduction of Maternity Lea-

ve;1994: 2nd Federal Law on Equality of Men and

Women (Federal Law on the Promotion of Wo-men);

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 accor-dance with the Law on Part-time and Time-li-mited Employment (TzBfG);

2001: Federal Law on the Enforcement of Gender Equality in the Public Services, subsequent im-provement of the Federal Law on the Promoti-on of Women;

2001: Agreement on the promotion of equal op-portunities in the private sector, no equal op-portunities legislation.

ICELANDHILDUR JONSDOTTIR

Iceland is a member of the European Economic Area, and thus a so-called associated partner to the EU and not a member state. The legal frame-work for gender mainstreaming that for the EU member states derives from the Amsterdam Trea-ty does not apply to Iceland.

In the National Action Plan on Gender Equality (1998-2002), the government of Iceland declared the implementation of gender mainstreaming as the main objective of the plan.

Since 1986, an action plan like this (also on gender mainstreaming?) has been submitted to the parli-ament on a regular basis, along with a report on

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the progress of the earlier plan. The parliament then adopts these plans in the form of a resoluti-on. The concept of gender mainstreaming appea-red in these plans for the first time in 1998: “The overall principle of the action plan is that a gender perspective shall be incorporated into all aspects of policy-making, decision-making and activities of the state.” This ambition is further underlined: “The government will make an effort to incorpora-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 poli-cy-making and decision-making need therefore to be knowledgeable in the field of gender equality.”

The National Action plan was revised in 2001, and another one was adopted for the years 2002-2004, with the same emphasis on gender mainstrea-ming.

The Icelandic Act on Gender Equality, current edition adopted in 2000, provides though the fol-lowing 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 society. [ ...] This aim shall be reached by: a. gender mainstreaming in all spheres of the society, b. wor-king on the equal influence of women and men in decision-making and policy-making in the society, [ ...] f. analysing statistics according to sex, [...].”

The above quotations from the Icelandic Act on Gender Equality are taken from the English trans-lation published on the website of the ministry of social affairs, that also has an overall responsibi-lity for gender equality. The translation uses the explicit term gender mainstreaming, while the original text in Icelandic has a much more vague expression that in English could mean only that gender equality perspectives should be considered in policy-making. This difference of the Icelan-dic 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-

ons for the general understanding of what gender mainstreaming implies. To state this even more boldly: There is no shared consciousness in the political system that gender mainstreaming is a le-gal requirement. The gender equality action plan of the government can be said to reflect a political will, endorsed by the parliament, but the action plan suffers from a lack of respect by the political system as a whole.

The machinery available for gender mainstrea-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 ye-ar that list activities, projects and priorities by the government and by each ministry; 3) Equal oppor-tunities consultants within each ministry (from the year 2000), who shall monitor activities within the ministry and institutions under the auspices of the ministry; 4) Gender equality action plans that ministries and other state institutions are obliged to make; 5) The National Centre for Gender Equa-lity that shall provide education, counselling and proposals to the authorities and to monitor the implementation of the act.

In spite of the highly ambitious declarations of the governmental intent to gender mainstream all public policy-making given in the 1998 plan, no task force, cooperation structure, inter-ministerial working groups, projects or education plans were set up in order to work on this aim.

As one of the forthcoming tasks of the govern-ment listed in the National Action Plan from 1998, was the establishment of a committee, whose mandate would be to investigate “if, and to what extent gender equality perspectives were incorpo-rated into public policy-making.” This committee was established in the year 2000 and published its report in 2003.

The committee concluded that gender equality perspectives were often a factor of influence in po-licy-making, but that there were many examples of

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that gender perspectives were either insufficient-ly considered in the process of policy-making or not at all. The committee pointed out that know-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 poli-cy-making, the status of the ministerial equal op-portunities 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 be-cause of a gap between its declarations of intended projects and activities on one hand, and a lacking implementation on the other. Approximately one

third of the declared projects or activities listed there were never implemented, and some more va-nished away somewhere along the way.

Following the appointment of a new minister of social affairs in 2002, the ministry has made an ef-fort to follow the recommendations of the com-mittee. A new four-years Action Plan adopted in 2004, explicitly states that the ministry shall co-ordinate a gender mainstreaming process of the governmental ministries, and education on gender equality is listed as a collective task of the govern-ment itself. Therefore, training in gender main-streaming implementation is now on the demand, and this handbook could very well play a signifi-cant role in that effort.

CHAPTER 4

DIFFERENT APPROACHES IN TRAINING FOR GENDER MAINSTREAMING

KAREN SJØRUP

In this chapter we present different approaches (modules and models) in training gender main-streaming that have been used – or “tested” by the partners of the project. We present them to show examples of good practice for other groups, who are engaging in similar training courses. We want to show that it is very important to take into ac-count 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.

We realise that we do not always meet, what we expected. Sometimes we expect a much more open attitude, than we are confronted to, and other times we are met with open arms. A very

general attitude for participants is that they start out stating that ‘we already accomplished gender equality in our country/organisation’. It is very important both to respect the milestones already reached in order that participants are allowed to feel proud of, what they already accomplished, but on the other hand it is also important to state the facts with data in areas still lagging behind.

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 be done in different ways, and that some models of training are better suited for one type of par-ticipants than other models are. We also want to make future trainers more aware of the choices

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CHAPTER 4

they make and the possible pitfalls they might fall into, or the possible successes they might celebra-te using one or the other model.

The Danish model took as its point of departure that primarily civil servants with limited know-ledge of gender around Europe are now obliged to work with gender mainstreaming, as it is a part of both national and European law that gender mainstreaming must be integrated into ordinary administrative and political practices. This ap-proach recognises that these civil servants need tools, methods and procedures to actually imple-ment the strategy. Therefore this approach focu-ses on these elements and not on sensitising the participants in training courses. There is accor-ding to this approach no need that civil servants go through a sensitising process. The next method also used by the Danish partner in relation to the

Danish trade unions is different. The Congress of the Danish Trade Unions two years ago decided on a strategy to integrate gender mainstreaming into the Congress. The next model shows a model to monitor the progress of such a strategy, which has been used by the Danish partner.

The next two approaches were used in test training in the four other partner countries in the project. The target groups of these testing courses turned out to be very different from many perspectives. First of all a lot of the participants had little or no experience with gender mainstreaming and took part in training for the first time. The test trai-nings were carried out by the German partners, assisted by local gender experts using a systemic method for participation and sensitising, empha-sising also both the individual and the collective ownership to the training seminars.

TRAINING APPROACHES FROM THE DANISH NATIONAL RESEARCH AND DOCUMENTATION CENTRE ON GENDER

KAREN SJØRUP

DISSEMINATION OF THE GENDER MAINSTREAMING STRATEGY IN THE NEW MEMBER STATES OF THE EUROPEAN UNION BEFORE ACCESSION TO THE UNION

The Danish partner has been engaged in a num-ber of gender mainstreaming projects in the Phare Twinning and Twinning Light programme. Part of two projects was to develop a gender mainstrea-ming training curriculum that could work and be developed in the different Twining countries, ty-pically by the school of administration. The deve-lopment of these training curricula took its point of departure in one or several test training courses. Some of the important principles in these training courses are:• That the participants take an active role in de-

veloping the training;• That the participants choose the themes that

we engage in as the most important gender

equality issues in the country;• That gender mainstreaming is not a women’s

issue and that some of the themes should take the situation of men as their subject.

This approach could have been seen as an induc-tive approach demanding from the participants that they should decide from their daily work and experience what were the most important gender issues to deal with, and developing the theories and concepts from this work. But it has not been the case. We presented the participants a number of theoretical concepts and preconceptions that dominated our trainings and which are often met with hesitation:• That gender is constructed socially and is not

bound to biology or fate;• That there are certain structural gender relati-

ons that runs through our European culture in a partly similar form: The gender pay gap, that women take the overall responsibility for fami-

35

ly obligations, that women have difficult access to a career, that women’s bodies are exploited sexually and that women are often the victims of sexualised violence. Whereas on the other si-de men are often marginalized in society if they loose their jobs, get divorced, have an alcohol problem etc.

The trainings have been constructed around four modules: 1. Facts about women and men, gender stereoty-

pes;2. Gender Equality Policies in a National, Euro-

pean and International Context;3. Methods for gender mainstreaming;4. Examples of best practice.

When working with inductive methods, the first module could be seen as an awareness-raising mo-dule. This module was initiated by two presenta-tions from trainers: the first about the statistical 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 im-portant gender equality goals in their country and to document the importance of this goals through statistics, illustrations from newspapers or maga-zines or through interviewing experts in the field. This exercise was followed up by a PowerPoint presentation for the whole group of participants in order to train the participants in oral presenta-tion in a foreign language.

The second module could be regarded a simp-le deductive learning module: It dealt about law, about European (EU) strategies for gender equali-ty and labour market, and about national law and practice. In this module the participants were pre-sented 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 mainstrea-ming methods, using the UNDP ten steps model in order to show the process of gender mainstrea-

ming in all its stages. The participants were asked to use the goals they formulated in the first modu-le in order to design a process and go through the methodological questions.

The fourth module was to enable the participants to learn from other countries by comparing diffe-rent goals and methods. The role of examples of good practice is both to encourage the partici-pants and to show them that things they might consider as impossible, are actually taking place in other countries.

Throughout the training courses the goals formu-lated by the participants in the first module were considered in the followig modules as the objecti-ves of a projected gender mainstreaming process. In this way the participants hopefully learned to work in project groups across organisations or fields of administration on gender mainstreaming projects.

AUDIT AND MONITORING IN THE DANISH TRADE UNIONS

The Danish partner has been engaged in monito-ring and reporting on the gender mainstreaming process of some of the training activities and the publications made by the Congress of Danish Trade Unions.

The Congress decided in 2004 to make the imp-lementation of the gender mainstreaming strategy an overall goal of the Congress. This means that they engaged in the task of:• 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 partici-

pants in the courses and• Offer special training for women, who want to

enter a career in the Federation as shop ste-wards, board members etcetera.

When preparing the auditing of the success of the strategy in the practical training courses the ob-servers presented the trainers a guide of the ques-

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36

tions and themes that they intended to monitor. They focussed on some of the same indicators that the congress itself worked with: Distribution of men and women among participants, teachers, the distribution of male and participants taking part in the debate, how they did this etc.

The observers also analysed the micro-communi-cation within the training courses, concentrating on aspects like who is backing who up with small nods, small confirming assertions etc. The ob-servers realised that this micro-communication means a lot more people normally realise. That the male participants, or some of the male parti-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 structu-re; 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 position.

The female participants held themselves generally much more back than the male participants. One exception was when a middle-aged female partici-pant told a very convincing story about her own teaching. Although the hierarchy hesitated to re-cognise her contribution, she eventually gained a high status within the course but without joining into the informal male hierarchy.

The observers also audited some of the training material and leaflets sent out for participants. The general impression was that the Congress did an impressing effort to remove any negative gender connotations in the material.

On the other hand they also efficiently hid any hints to gender roles, any attempt to problemati-ze 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.

CHAPTER 4

DIDACTICAL AND METHODOLOGICAL APPROACH IN TRAINING GENDER MAINSTREAMING / GENDER WORKSHOP

KARIN DERICHS-KUNSTMANN

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 ori-

entation, • Social scientific gender theories and• Systemic theories on organisational develop-

ment.

GOALS OF GENDER WORKSHOPS

The key goal of Gender Workshops / Gender Trai-ning is the acquisition or improvement of gender competency. The levels of gender competency are: • Knowledge, i.e. on gender relationships and

their construction, strategies and implementa-tion of gender mainstreaming,

• Attitudes: dealing with one’s own gender role, analysis of one’s own activity from the gender perspectives,

• Capability: e.g. being able to act in a gender-sensitive manner, being able to employ strate-gies for implementing gender mainstreaming.

These three levels of gender competency form the framework to which the structure of the work-shops is geared: information (knowledge), sensiti-sation (attitude) and transfer (capability).

Participants in Gender Workshops want to expand their individual competencies, but above all their competency to act in respect of the demands in their respective (occupational) context of action.

37

The following goals result thereof for the Gender Workshops:• Acquisition or improvement of gender compe-

tency,• Sensitisation for organisational dimensions of

gender mainstreaming, • Getting to grip with the opportunities and

constraints of the gender mainstreaming con-cept in the respective context of action,

• Development of implementation projects for introducing gender mainstreaming in the field of action of the participants and

• Discussion on the necessary strategic procedu-res.

The targets of the gender mainstreaming concept are organisational processes of change. Accordin-gly, the implementation of gender mainstreaming requires organisational learning in the practice of organisations and enterprises. In turn, organi-sational learning demands learning processes of individuals, but always necessitates as well a look at structures and needs for action in the organi-sations.

REQUIREMENTS FOR TRAINERS

Gender workshops should be led by a team formed on the basis of the Duo principle. This means the team should be comprised of at least two persons who are equally qualified, but who bring in sup-plementary competencies. In general, gender duos are formed by a man and woman. However, given certain requirements, the duo also can be made up of two persons of the same sex with different spe-cial competencies.

The trainers for Gender Workshops need in a comprehensive sense gender sensitivity and gen-der competency. This means they should possess well-grounded knowledge in organisational socio-logy and in gender theories and gender research. Likewise, many years of practice in adult educati-on and the orientation to subject-orientated adult educational principles are important (see box).

⁄A further requirement for the trainers results from the necessity of field competency. This means e.g. with international workshops that a person in 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 competencies in the specialist field of action of the participants and the other person is rather an experienced trainer.

PARTICIPANTS The participants in Gender Workshops are regar-ded as partners of equal status in the teaching-learning process. Each person participating is ac-cepted as an individual by the other participants (trainers and participants) and is respected in his or her individualism and subjectivity (principle ‘Acceptance/Respect’, see box).

The contexts of experience and action of the par-ticipants are the focus of the learning event. Each and every participant at the seminars takes an in-dividual look at the reality, guided by experience, (principle ‘Constructivism’). This is not questi-oned but queried. The structure of the seminar makes possible an understanding on the different viewpoints.

All the participants – independent of their sex – have an equal opportunity to participate in what is happening in the seminars. The – possibly – dif-ferent interests and learning needs of men and women are taken into account in the contents and structure of the event (principle ‘Gender sensiti-vity’).

It is favourable for the targeted working out of results transfer in Gender Workshops that the participants are engaged in comparable or even in the same fields of action. Good learning pos-sibilities result from the exchange of conditions of action and the already existing experiences of gender mainstreaming implementation. The joint learning of participants out of different fields of action requires another methodological procedure and stronger intervention by the trainers.

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PLACES OF LEARNING / FRAMEWORK CONDITIONS

It is usual in many areas to hold Gender Work-shops on the premises of the enterprises and ad-ministrations 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 ne-cessary technical equipment suitable for a seminar (video/ overhead projector, moderation materials, flipcharts, pin-boards etc.) facilitates that the par-ticipants concentrate on what is happening in the

seminar and enables a smooth running of the se-minar.

Gender Training or Gender Workshops are offe-red with different duration. We describe events of a period of less than two days as Information Events. Within the framework of GEcel, particu-larly seminars with duration of two days were held. The exception was a seminar in Berlin with dura-tion of five days. We consider the length of a semi-nar of two days as the minimum requirement, in

CHAPTER 4

1 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

EIGHT PRINCIPLES OF EDUCATIONAL WORK THAT MEETS THE NEEDS OF ADULTS1

ACCEPTANCE / RESPECTEACH PERSON PARTICIPATING IS ACCEPTED AND RESPECTED AS AN INDIVIDUAL BY THE OTHER PARTICIPANTS.

PARTICIPATIONEACH 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.

CONSTRUCTIVISMALL 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 SENSITIVITYALL 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.

TRANSPARENCYALL 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.

TRANSFERCONSIDERATIONS ON THE TRANSFER OF PROCESSED QUESTIONING IN THE EVERYDAY PRACTICE ARE PART OF THE JOINT LEARNING PROCESS.

REFLECTION / EVALUATIONTHE 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.

39

order to be able to work out jointly the necessary transfer of one’s own field of action.

METHODOLOGY

The didactical and methodological principle of the Gender Workshop is orientated towards eight principles of educational work that meet the needs of adults:1. Acceptance / Respect2. Participation3. Constructivism4. Gender sensitivity5. Transparency6. “Gestalt/Structure”7. Transfer8. Reflection / Evaluation

The eight principles of educational work that meets the needs of adults (see box) have conse-quences for the methodological structuring of the Gender Workshops. The principles of ‘Acceptance’ and ‘Participation’ require that the expectations of the participants are documented at the start of the seminar and during the seminar this issue is taken up again and again. A check is jointly made on the extent to which the expectations were fulfilled or

whether they should be further worked on.

Methodologically speaking, the principle of “Ge-stalt” means that the individual work steps of the workshop are built upon each other and are linked to each other as in a chain. This means therefore for all the participants that a selective participati-on to some sequences on the workshop only is not desirable and that this goal-directed structure is in the interest of the objective of the joint working out of results. The principle of “Gestalt” is close-ly associated with the principle of ‘Transparency’. The function of every single work step shall be transparent for all the participants. The seminar managements are required to make clear in every working phase which function the respective work step has within the entire seminar proceedings.

The principle of gender sensitivity has as conse-quence the methodological organisation of semi-nars, whereby in the seminar process the – possibly – different communication and interaction forms of the participating men and women are reacted to. It should be made possible for all participants – men as women –, depending on their learning history and learning needs, to get involved in what is happening at the seminar. This is supported th-

CHAPTER 4

WRITING DOWN THE GROUP RESULTS IN A GENDER SEMINAR

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CHAPTER 4

HEIDEMARIE WÜNSCHE-PIÉTZKA

Starting from the conviction that gender mainstre-aming 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 par-ticipating individual person - learning for her/his self and at the same time learning in her/his social and occupational surrounding as part of a group involved in challenging change. The individual women and men are at the same time “agents for change” regarding their occupational surrounding or field of activities as well as their very own per-sonal behaviour and interaction.

As regards the design and planning of change pro-cesses 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 have to learn commonly to be successful in cre-ating a new gender adequate set of values, a new

culture in the team, in the group and/or in their organisation.

COMMON AND MUTUAL LEARNING

The target group oriented design of the process of common and mutual learning1 needs high attenti-on in all offers for individual and team/organisati-onal learning.

Common and mutual learning means that partici-pants in the offered learning arrangements: • Learn from each other by exchange of know-

ledge and experience, • Generate at the same time individually new

or deeper insights, knowledge and experience which they integrate in their individual mind-maps,

• Discover commonly the new challenges for their own special purposes in their social inter-actions.

Common and mutual learning is a flowing process of mental interactions in communicative exchange.

DIFFERENT LEARNING ARRANGEMENTS TO SUPPORT CHANGE FOR GENDER MAINSTREAMING IMPLEMENTATION

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

rough the use of participative methods (principle Participation) as well as through joint reflection phases (principle Reflection/Evaluation). The joint reflection relates to aspects of content and metho-dology of the seminar proceedings.

The aim of Gender Workshops is to convey gender competency in such a way that joint implementa-tion projects within the meaning of gender main-streaming are developed from and for the context of action of the participants (principle ‘Transfer’). The structure of the respective workshops is clo-sely geared to the demands emanating from the respective fields of action of the participants. This relates particularly to the phase of implementation. But also the methods on sensitisation are chosen differently depending on the target group. In the

case of workshops involving managers from orga-nisations or interest representatives, the emphasis is laid on the sensitisation rather at the organisati-onal level of the enterprise (e.g. gender hierarchy in the enterprise). In the case of workshops with seminar organisers, the sensitisation takes place e.g. through dealing with one’s own gender-related behaviour. In the case of other seminars with ma-nagers, e.g. exercises on the attitudes to women or men in management positions are used.

This adult educational concept forms the didacti-cal and methodological basis of the Gender Work-shops in GEcel-project. The concept was adapted to the respective national requirements by the teams running the Gender Workshops in Germa-ny, Estonia, Greece and Iceland.

41

It is an important precondition for integrating the experience of others in the own mental landscape as an usable resource for activities.

ORGANISATIONAL LEARNING

Learning in and of groups/teams generating orga-nisational learning processes and results makes a difference in comparison to individual learning. Organisational learning focuses on inner-orga-nisational learning processes in the organisation concerned. It generates organisational knowledge regarding the systemic cognition, value patterns, organisational culture, rules of behaviour and rou-tines of practice.2 It needs special methodological approaches, other methods than used in general adult education, e.g. dialogue methodology, large group interventions like Preferred Futuring, Open Space Conferences, Appreciate Inquiry et alia. Special interactive methods and procedures of common and mutual learning are necessary which enable common strategic thinking by the involve-ment of a larger group of persons/experts contri-buting in organisational change processes.

Peter Senge, the president of the Society of Orga-nisational Learning (SOL) describes the difference between individual and organisational learning as follows: “Up to a certain extent individual learning is irrelevant for organisational learning. The single individual can learn permanently while the enter-prise / the organisation does not learn anything. But if learning is done in teams they develop into a micro-cosmos for the learning in the entire orga-nisation. Gained understanding is put into action – developed skills are passed on to other individu-als or teams ... The performance of the team can become the example for the learning in the whole organisation. Discipline in team learning means for the participants to know about the techniques of dialogue and discussion, e.g. they are ready to use two different methods of talks within teams. It’s significant for a dialogue, that they search subtle

and complex questions freely and creatively, listen to each other intensively, that there is not any idea fired beforehand. On the contrary in a discussion 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

These insights are important in designing learning arrangements for different target groups and their needs and interests in special or various aspects of gender mainstreaming implementation. When de-veloping and offering target group oriented and process oriented learning arrangements, it is ne-cessary to make clear distinctions in naming the different offers for promoting gender mainstrea-ming. The general denomination “gender training” for example is imprecise and bleary, especially for clients and potential participants because it does not allow any clear picture of the content.

Therefore we differ our offers for promoting gen-der mainstreaming in:• Sensitisation workshops, aiming at the deve-

lopment or enhancement of individual gender sensitivity for various target groups,

• Introduction / information seminars or work-shops, aiming at knowledge transfer regarding the basics of gender and/or gender mainstrea-ming as cross-sectoral policy for special target groups put in charge of implementation, or for mixed target groups to become familiar with the subject,

• Gender mainstreaming workshops, as a gene-ral interactive introduction into the subject of mainstreaming gender as well as the necessary special methodology and procedures (carried out in reference to the special occupational/or-ganisational/administrative tasks of the partici-

CHAPTER 4

2 Wünsche-Piétzka, Heidemarie, Gender Mainstreaming im Freistaat Sachsen, Konzept zur Umsetzung von Gender Mainstreaming

auf unterschiedlichen Ebenen und in verschiedenen Bereichen, esp. pp. 98 - 903 Senge,Peter, The Fifth Disciplin. The Art and Practice of the Learning Organization, 1994, pp. 256

42

pants) or in the deepening of implementation skills,

• Training of trainers for gender mainstreaming implementation, aiming at an advancement trai-ning of those target groups which are responsible for designing, leading or supporting the learning processes for change in organisations/administra-tions by mainstreaming gender.

INTRODUCTION / INFORMATION WORKSHOPS

These kinds of learning arrangements are mostly implemented for mixed target groups to make fa-miliar with the subject, especially to deliver expla-nation and arguments for the necessity of gender mainstreaming and its cross-sectoral implementa-tion. In doing so the participants get very often an sudden insight in the difference between the well-known women’s empowerment policies, in policies of affirmative actions and the comprehensive sys-tem-oriented approach of gender mainstreaming. Workshops of this kind enable the participants to define easier their own position regarding their involvement in implementing the cross-sectoral policy.

Within the GEcel-project, the testing in Estonia was designed and carried out as an Introductory Workshop of two days. It was for the most of the

participants the first encounter with the subject of gender mainstreaming as well as with a lear-ning arrangement of an interactive participatory approach designed as a workshop in compari-son with well-known frontal teaching (please see Chapter 3.1).

GENDER MAINSTREAMING WORKSHOPS

Whereas the introductory / information work-shops provide a general overview enabling the connectivity for participants acting in different professional fields, the main focus in gender main-streaming workshops is directed to develop a ba-lanced awareness. Besides knowledge experience regards the content as well as the methodology and procedures of mainstreaming gender as a po-litical and administrative task in a broader or nar-rower organisational framework are given. One of the main purposes of these offers is to transfer the knowledge gained on thematic aspects, methods and procedures to a certain extent into personal and group experience.

Therefore the participants of gender mainstre-aming workshops work for example in different settings with theoretical input (mostly supported by transparencies, schemes, worksheets) from the fields of

CHAPTER 4

SELFPRESENTATION OF THE PARTICIPANTS IN A GENDER TRAINING

43

• political science, • social science, • organisational science, and especially gender theory aspects in all of the above named fields, to transfer the knowledge gai-ned into their special field of practice. They learn to design a gender mainstreaming process for a 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.

They have the possibility to carry out a compre-hensive gender analysis either in a part of their own organisation or in their field of activities. Based on gender analysis participants can deve-lop action plans, pilot projects or comprehensive systemic approaches to integrate gender mainstre-aming implementation within the organisation or to put it into practice in the external field of acti-vities of the organisation.

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

sessions for slowing down the process of com-munication and promoting common strategic thinking,

• Trying to integrate resistance against gender re-lated or gender based changes,

• Raising awareness for different male and fema-le behaviour in communication, decision-ma-king, 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-evalua-tion capabilities.

TRAINING OF TRAINERS FOR GENDER MAINSTREAMING IMPLEMENTATION

The point of departure for developing Training of Trainer models is the task of the target group itself to design learning for gender mainstreaming and gender mainstreaming implementation as (syste-mic) change processes in organisations.

Training of Trainers means to offer learning arran-gements • for the trainers generally experienced in adult educa-

tion to learn about: 1. The subject of gender mainstreaming as a shift

of paradigm for the societies striving for sustai-nability.

2. Various gender mainstreaming tools and me-thods.

3. Various conditions of gender mainstreaming implementation.

4. The target groups of training, especially diffe-ring male and female participants and gender-related aspects of group dynamics.

5. Methodological and didactical aspects for indi-vidual and organisational learning.

6. DUO work of female and male experts conduc-ting a training.

7. In-process dialogue workshop on themes and methods.

8. Reflection arrangements.

Training of Trainers means to offer learning arran-gements • for the trainers to adapt by themselves adequately for

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 main-streaming implementation.

3. Process design of gender mainstreaming (inclu-ding responsibilities).

4. Good practice and unsuccessful examples of gender mainstreaming implementation.

5. Procedures and methods of gender mainstrea-ming implementation.

CHAPTER 4

44

6. Methods for gender analysis.7. Controlling.8. Evaluation of a gender mainstreaming process

and its results.

In acting as trainers of trainers we are in a certain sense also learning coaches for the participants de-livering support for making various subjects com-patible for their demands and professional fields of activity. In short terms: We have to develop the 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-on and change (WIC)”; this window will lead to a well balanced triad of sensitization for gender perspectives in the field, knowledge transfer about the philosophy and concept of gender mainstre-aming and its procedures as well as methods and tools for transfer to individual and organizational learning.

DUO-WORK METHODOLOGY

A main purpose in these workshops is the orienta-tion on DUO work, building of trainer-DUOs and exercising its work on different levels. Our DUO – 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 special field – create a learning arrangement for the participants exercising dialogical interdisci-plinary co-operation.

• They refer to each other and make their diffe-rences and variety of approaches visible using these differences for broadening the awareness of gender aspects as well as enhancing the at-tention for the needs of male and female parti-cipants.

• Like this the participants are going to be sensi-tised for male and female methodological and didactical approaches. They will be enabled to recognise the benefit and the added value of

CHAPTER 4

TRAIN THE TRAINER FOR GENDER MAINSTREAMING IMPLEMENTATION IN ORGANISATIONS / STRATEGY 21

“WINDOW OF INNOVATION AND CHANGE (WIC)”

SENSITIZATION FOR GENDER

PERSPECTIVES IN THE FIELD

KNOWLEDGEABOUT PHILOSOPHY

& CONCEPT OF GM & ITS

PROCEDURES

METHODS & TOOLS FOR TRANSFER TO INDIVIDUAL

& ORGANISATIONAL LEARNING

WIC

45

various approaches, different styles of commu-nication and behaviour in interactive and parti-cipatory learning arrangements.

• The DUO makes its work as well as its ongoing common and mutual process of learning trans-parent for the participants. By doing this the DUO builds synergies for solving the tasks of creating a learning atmosphere for change pro-cesses, for a new culture of individual and or-ganisational 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 inspi-ring interdisciplinary and intercultural learning situation.

The DUO work process needs generally a longer lasting and intensive preparation process. Espe-cially when a module for creating the first joint learning offer is going to be conceived on the basis of different socialisation and/ or cultural backgrounds. Only with in this common prepara-tory work the trust in the common competence – based on the competencies of the partners – in this new field of DUO activities can grow. This common competence is the precondition for go-ing beyond the simple co-operation consisting in divided exclusive responsibility for parts of imple-

menting the planned workshop design. This com-mon competence is also one of the preconditions for a fruitful process of co-operation between the DUO and participants in a common and mutual learning process.4

Preparing a trans-national learning offer conduc-ted by a trans-national DUO allows a special way of co-operation that results in convincing team work. Even this higher quality in mediating con-tent and methodology has to be achieved in pro-moting gender mainstreaming implementation in general and on the meta-level in the learning ar-rangement.

TARGET GROUP ORIENTED MIXTURES OF LEARNING ARRANGEMENTS

In the different GEcel-testings in Iceland (please see report in Chapter 3) we carried out a gender mainstreaming workshop with elements of a Trai-ning of Trainer model. The modulation, in a cer-tain sense customisation – can become desirable in the course of the workshop when participants express themselves on their expectations what th-ey want to learn as well as in a joint agenda set-ting. It depends on the priority which the group and the trainers give these desires and, last but not least, on the flexibility of the DUO in changing the process design of the workshop very quickly in the expected quality.

CHAPTER 4

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

WORK IN A SMALL GROUP

46

ICELANDHEIDEMARIE 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 approa-ched 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.

As a starting point it was agreed that on the one hand the widespread experience of the German partner in designing and implementing gender mainstreaming processes in different organisati-ons 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 Icelan-dic partner regarding the national and local con-ditions of implementing the equal opportunity policy and gender mainstreaming. The basic idea referring to our project aims was to enable a pro-cess of common and mutual learning – one goal of the GEcel-project – not only regarding the testing courses but also to the joint preparation.

CONDITIONS FOR DESIGNING THE WORKSHOPS

Gender mainstreaming is a guiding principle in the governmental action plan on gender equality and likewise also a stated aim of most policies on gender equality adopted by various municipalities in Iceland. The general national conditions re-garding learning offers for gender mainstreaming

implementation have already been described in a broader context in Chapter 4.

Arrangements for learning about gender mainstre-aming have been scarce though. The proposal to host these workshops jointly by the GEcel-pro-ject, the Ministry and the National Centre was warmly received. Because of that, the invitation to attend the workshop was extended mainly to wor-kers in gender equality in Iceland. The Ministry al-so extended an invitation to join the third gender mainstreaming implementation workshop to seni-or ministerial officials in May 2005.

The participants of the first two courses were pro-fessionals working in the field of gender equality who are likely to be called upon for gender exper-tise and counselling on gender mainstreaming im-plementation within• ministries, • municipalities and • other institutions.

The target group for the second round of work-shops 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.

Knowing from our experience that the learning surrounding essentially influences the engagement for the subject as well as the participatory beha-viour of all participants we carried through three of the workshops outside of the participating in-stitutions in conference hotels.

SCHEDULES AND METHODOLOGY

Both project partners had to face the challenging task of creating training models considering the needs of the particular target group and to imp-

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REPORTS ON GECEL GENDER TRAININGS / GENDER WORKSHOPS

47

CHAPTER 5

lement it commonly within the Icelandic cultural context.

From the very beginning we had decided to plan our project as a kind of transparent intercultu-ral work. Thus we intended to correspond to our shared philosophy of the gender mainstreaming concept as a practice oriented strategy of imple-menting appreciation of diversity. We had to take into account the Icelandic socialisation of learning as well as the history of learning of the respective target group. The topics we had to elaborate were arranged in English – a third language which was

neither the mother tongue of the coaches nor the mother tongue of the participants. All this had to be made connectable/ compatible with the Icelan-dic language and with the current societal situati-on and discourse in Iceland. Beyond that, the abo-ve mentioned connectivity was the basic condition to communicate within the particular workshops.

We had decided to perform the workshops for all target groups by an Icelandic-German DUO using the DUO methodology which was developed and is practised successfully by the German partner. DUO method means to capitalise on the variety

TIME MONDAY, 24 MAY 200409.00 A.M.

10.00 A.M.

11.30 A.M.

01.00 P.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)

EXCHANGE: “WHY GM? WHY GM IN ICELAND?

BASIC UNDERSTANDINGS OF TERMS RELATING TO GM CONCEPT

DIFFERENCE BETWEEN SEX AND GENDER

LUNCH BREAK

02.00 P.M.

03.45 P.M.

06.00 P.M.

UNIT 3

BASIC UNDERSTANDINGS – COMMON STARTING POINT

ROOTS AND HISTORY OF GENDER MAINSTREAMING

PHILOSOPHY OF GENDER MAINSTREAMING

DEFINITIONS OF GENDER MAINSTREAMING

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

REFLECTION OF THE DAY - SPOTLIGHT

SCHEDULE OF AN ISLANDIC TRAINING

48

of the potentials of both experts in interdiscipli-nary co-peration not denying but naming and rip-ping 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 in-teraction 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 the participants. Thus the transparent mutual re-ferring to each other leads to synergies relating to the handling of gender mainstreaming tasks. Simultaneously that way of working enables and promotes the further development of the gender mainstreaming concepts by the participants.

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 develop-ment of the concepts for our different workshops. In preparing the workshop design we especially focussed on learning offers regarding to:• the theoretical knowledge transfer regarding

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.

The transfer of methodical competencies/ skills for introducing the gender mainstreaming strategy included for all target groups of the various work-shops topics like:• The link between individual and organisational

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 ca-

pability/ability of reflection in teams,

• The enhancement of gender related skills to 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 Uni-versity 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.

TRAIN THE TRAINER FOR GENDER MAINSTREAMING-WORKSHOPS 2004On two occasions in May 2004, groups of 15 to18 persons attended a two day-workshop on „Educa-tion and Learning for Gender Mainstreaming Im-plementation“ that was held in a small conference 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 regio-nal development institutions in Iceland.

The justification of describing this as a first time experience lies not only with the fact that many had never attended a workshop on gender main-streaming before, but also – as it turned out – the workshop methodology applied by the two coa-ches, Heidemarie Wünsche-Piètzka and Hildur Jónsdóttir had never before been experienced by the participants.

After introductions, where each participant cho-se a symbol representing their character or desires for gender equality, they described their expec-tations for the programme of the next two days. Simultaneously these expectations were written down by the coaches on cards in different colours. The participants clustered them and stuck them to the wall, thus adapting the programme to their specific expectations and needs. Based on this col-lection the schedule and timeframe were develo-ped commonly. With this exercise the participants took responsibility and a certain ownership of the procedure and content. It became clear what they

CHAPTER 5

49

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 in-stitutional 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 move-ments and gender equality work on the internatio-nal arena, and the other to the EU and UN bodies concerned with the human condition and sustai-nable development, was a revelation.

The next topic was the terminology. The work-shop 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“, “gen-der roles“ and “gender analysis“, “equality and equi-ty“, “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 the-se 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 gen-der mainstreaming, and the language transfer were issues revisited over and over again through the two days.

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 it was spelled out how to manage a change pro-cess like gender mainstreaming implementation in practical steps and phases of an implementation process.

Taking the background of the participants into ac-count, the issue of where to place the responsibi-lity for gender mainstreaming became important. All the participants were either equal opportuni-ties officers or representatives on various levels or members of the staff of The National Centre of Gender Equality, with a vaguely defined ro-le 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 work-place context? It was an important lesson to be ab-le to consider those questions.

Finally the participants realised that it is a decicive step going from equality work to gender mainstre-aming implementation. The popular belief that gender mainstreaming is the responsibility of gen-der equality officers was killed. Instead their ro-le as gender experts, trainers and counsellors was emphasised. Thus the methodology of the work-shop 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 mainstrea-ming process, the management that has to bear the overall responsibility?

Reflection loops have been carried out very often and in various settings during the course of the workshop. The reflection about the methods used in the workshop as well as usable for the imple-mentation of gender mainstreaming was seen by the participants as an important source for expe-riencing the meta level and for their improvement of reflection methods.

THE GENDER MAINSTREAMING-WORKSHOPS 2005The third workshop took place in the Ministry of Social Affairs that invited its senior management groups. Fourteen participants from six ministries were present, welcomed by the Minister of Social

50

Affairs, who emphasised the governmental intent to gender mainstream in all policy areas. The mi-nistry decided on the framework. They were not able to allocate more than three hours for the pur-pose and the venue was a very small meeting room with little space for the intended participatory learning process. The ministry had made a serious effort to promote this event, but until the very last minute, the expected number of persons partici-pating was unclear.

The tight timeframe meant that the workshop methodology otherwise strongly promoted by the project, was not applicable to the desired ex-tent. This paradox is faced by gender mainstrea-ming trainers repeatedly – the higher the rank of the participants, the tighter the timeframe. The impact on the methodology is that it tends to be-come more informative than participatory. The culture and traditions of learning also have an im-pact here; in environments influenced by individu-al learning as opposed to team learning or organi-sational learning, more time would be needed to warm up the participants to alternative workshop methods.

The participants explained their wishes to learn about the concept of gender mainstreaming and processes of implementation and to get some

practical examples. In this context, the Icelandic terminology became crucial, as in all other gen-der mainstreaming workshops conducted in Ice-land within the framework of the GEcel-project. When the participants attention was drawn to the differences between the Icelandic version of the Act on Gender equality and the official English translation, with respect to the legal requirement to gender mainstreaming (see Chapter 3.5), it be-came clear to them that there is not a consensus on, whether the ministries can be said to have a le-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 parti-cipants maintained that they already had gender mainstreamed in their respective fields of work, others opposed.

Examples of the good practice were used to descri-be well designed gender mainstreaming processes on different levels and in various organisations. A main topic of exchange was the design of the processes itself and its organisational anchorage. In this context the difference between a gender mainstreaming process on one hand and to receive information on gender mainstreaming in general on the other, was illustrated. The choice of policy

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INTENSIVE DISCUSSION IN A SMALL GROUP

51

areas for pilot projects was discussed, and one of the final concluding statements made by the parti-cipants was that gender mainstreaming was in es-sence good governance.

The fourth and final workshop carried through in Iceland gathered representatives from the admi-nistration 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 cul-ture, where teamwork has been practiced, faci-litated 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 Ice-landic terminology on gender equality and gender mainstreaming. One of the most important issu-es was to differentiate between positive action in the field of gender equality and a thorough gender mainstreaming process. Through the dialogues, the participants reflected on how they could use this knowledge in their respective fields of work that stretched from human resources management to research within the social services and directing community service centres – and they all asked for further training.

MATERIAL USED

In the course of the workshops we produced • bilingual flipcharts (English & Icelandic),• we used a set of transparencies for introducing

the subject of gender mainstreaming;• each participant received a copy in order to be

able to add explanatory remarks important for her-/himself.

We issued work sheets • stimulating the creative potential of the indivi-

duals or groups (ABC-lists, KAWAs, personal list of mapping male and/or female attributes etc.);

• stimulating the systematisation or operationa-lisation of different tasks (steps of designing a

gender mainstreaming process or project, pre-conditions for starting a Gender Analysis, lis-ting and describing of different methods usable for steps or tasks for gender mainstreaming im-plementation).

Auxilliary means like so-called „talking sticks“ or „talking stones“, music to stimulate slowing down processes for better communication and exchange as well as introducing dialogue methodology were used too.

DOCUMENTATION OF THE WORKSHOPS

The elaborated flipcharts documenting the pro-cess of work of the groups during each workshop have been saved as digital photos. In the same way the work situations of the group (small units, whis-pering groups, large units, so called plenary arran-gements) have been documented. All participants received a copy of this documentation which is printable and usable for everyone in their field of work.

RESULTS AND CONCLUSIONS OF THE PARTNERS

Some of our results and conclusions are worth mentioning for users in Iceland and in other coun-tries:• Seek for a fruitful co-operation with well-

known organisations on the spot.

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BILINGUAL FLIPCHART IN ONE ISLANDIC TRAINING

52

• It make sense to introduce unknown working methods to participants who are stepping into the subject as practitioners or as trainer. As one participant put it in the reflection round at the end of the two day workshop: „Now I find it much easier to understand what these terms ‘participatory’, ‘interactive’, ‘group-oriented’ and ‘individual-oriented’ really mean, these me-thods involve everyone.“

• An important discovery was that it is not enough to transfer the terms into the Icelan-dic language. Some of them are not directly transferable, and we are stuck with words that somehow channel the thoughts into other di-rections than desired. The very concept of gen-der mainstreaming is one of the best examples. Neither the term gender nor the term main-streaming translates easily into the Icelandic language, and in Iceland it is not accepted to adopt foreign words into the language.

• In the Icelandic term commonly used for gen-der mainstreaming, there is no presence of a ‘mainstream’. It was also noted that almost all Icelandic names of institutions, policies, legisla-tion or job-titles, where gender equality is dealt with, start with the term ‘equal rights’. Thus the connotation is created that the subject is limited to the ‘rights’ issue, and the discussion 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 mo-ther tongue, was a new experience. It became clear in the workshop, through the team-buil-ding process that took place, that the partici-pants 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 im-plementation being the first, the workshop methodology the second, and the third the

constant transfer between languages and the different connotations brought by each term as the participants struggled with finding the ‘right’ Icelandic words that could capture the meaning of the English term.

• The interaction between the two coaches, the DUO, became crucial in this context. The me-thod of leading a workshop by a DUO opens up for a variety of dimensions, depending of the constellation of the two coaches that can be played with instinctively and dynamically. Where gender is the issue, a DUO consisting of a man and a woman has proven to be very useful.

• In all four workshops the different nationali-ties of the coaches, one German speaking in English from the European perspective, and the other speaking the mother tongue of the participants and with rich local knowledge on the context of the whole gender equality work in Iceland, created an example of the fact, that intercultural work always mixes and constant-ly changes the roles of the persons responsible for carrying out the training: The DUO is in a double role function – the experts are at the sa-me time teachers as well as learners. So they give constantly an example of openess for the different levels of challenges.

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.

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ESTONIARIINA KYTT & HEIDEMARIE WÜNSCHE-PIÉTZKA

PREPARATION BY THE PARTNERS

Within the GEcel-project a two-day workshop was held from 29 – 30 November 2004 in Tallinn, Estonia. The event was organized by the Estonian partner. Riina Kytt, Women’s Training Centre, Tal-linn and Heidemarie Wünsche-Piètzka, Strategie 21, Bonn were responsible for the content as well as for the moderation of the workshop.

As gender mainstreaming is not implemented in Estonia yet, civil servants do not associate them-selves with this task, although the Gender Equa-lity Act in force since May 1, 2004 specifies that, while planning, implementing and assessing nati-onal, regional and institutional strategies, policies and action plans, state and local government agen-cies should 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.

In Estonia, awareness of gender equality is still at a low level and the topic is not properly understood; if so, it is associated with feminism and women’s movement. Officials do not generally understand that when they take decisions they have to con-sider women and men as two distinct groups and that they in particularly have to reckon with the specific needs and concerns of women. No gender analysis is performed, even at the most elemen-tary level. The point is not to blame the officials. Instead of that, training should rather be offered and a supportive environment for gender main-streaming should be developed. This explains why it is not so easy to attract participants and why the group was so heterogeneous. The officials ge-nerally 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

of gender issues and of gender mainstreaming in Estonian society in general. Even civil servants/ lo-cal government officials suggested the reasons why they did not want to participate in respective trai-ning. Most of them found gender mainstreaming not related to their work. That showed that even the civil servants have no clear idea of the whole concept - an understandable situation, given the fact that no (longer-term, systematic) training on gender mainstreaming has been or is available in Estonia. The few efforts in this direction have be-en limited and have taken place mostly within pro-jects, i.e. on a informal basis with a low impact.

Given this Estonian background, enhancement of capacity to implement gender mainstreaming was interpreted as an improvement of individual com-petence, not as an organisational change process. Organisational change processes have yet to be built up, the necessary context being still not ade-quately developed. Further, as up today, it must be noticed that gender mainstreaming is not on the public agenda in Estonia.

Taking into account the real situation regarding gender mainstreaming in Estonia (see Chapter 3.1) we had to be aware that the comprehensive concept of gender mainstreaming did not have a high degree of publicity. Further we had to pro-mote the acceptance of this cross-sectoral policy in designing a programme which met as good as possible the interest of the participants in future implementation of gender mainstreaming. The participants formed a mixed group from different organisations: civil servants, researchers, socio-logists, NGOs. None of them dealt with gender mainstreaming, having generaly speaking no or a limited knowledge of the subject.

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 mainstrea-ming implementation is now in a very early stage of development in Estonia and the training offers are rare,

54

We decided to organize the workshop with a dual German male-female moderation. The DUO had the necessary experience, having prepared a gen-der mainstreaming process in the Government of Saxony and tutored change processes and gender mainstreaming implementation in pilot work-shops and trainings in the Eastern part of Germa-ny. Beside of that, Heidemarie Wünsche-Piètzka had earlier held a workshop on Gender Impact As-sessment in Tallinn, an experience of importance for designing the programme.

The introduction of gender mainstreaming as a concept of change in society had to be connected to a process of common and mutual learning for the participants. This objective was realised th-rough transfer of methodological knowledge. In a certain way, participants would become the possi-bility of making their own experience with inter-active and participatory learning arrangements. A special attention was paid to the sociological background of learning in a post-socialist system.

We designed a workshop similar to an extended information workshop with offers for individual and team learning on gender mainstreaming and its implementation. From the very beginning a

great attention was laid on reflection phases be-cause 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-so-cialist country facing difficult transformation pro-cesses 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 socie-ties and very well prepared to anticipate the lear-ning situation and behaviour of the participants in order to design adequate learning offers. An open programme was developed which enabled the coa-ches to be responsive to the needs of the group. (see: schedule and expectations)

SCHEDULE AND METHODOLOGY

By and large, the training in Estonia could be con-sidered as an investment in the future. The majo-rity of the persons attending the workshop came either to learn about a new subject or to improve their already existing knowledge or rather to syste-matise it. The latter statement concerned the per-sons working or having worked at the Ministry of Social Affairs gender quality bureau. All the parti-cipants interest in the subject was genuine, even though no one of them who would have attended the course because he or she desperately needed the knowledge for his or her everyday work. Es-pecially for the representatives of NGOs, it was a chance to widen their knowledge about gender equality and to use the newly acquired knowledge to improve their lecturing activities, mostly on the subject of gender equality within NGO-based pro-jects. For some others, the motivating factor was to know more about a subject that is increasingly discussed, also in the media.

In preparing the workshop design we especially focused on information and learning offers regar-ding to:

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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 exclusi-vely women. Nevertheless the group was not rep-resentative. Unfortunately there was no continuity in attendance during the two days. This would ha-ve been necessary to get the expected results and success. Only a part of the women participated to the whole workshop. Only these women have be-en 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 wo-men who were present at this moment.

It has definitely been a challenging task to take in consideration the needs of participants of such a diverse group - considering in particular their often poor English-language skills and their pre-vious low level of knowledge of the subject. The language problem has to be considered a hindering factor. The workshop was held in English and do-cumented at the flipchart in English and Estonian language. The group had Estonian- and Russian-speaking women. Many participants had problems with English. They may have mastered everyday English, but due to the fact that gender main-streaming is a specific area of knowledge with its own (complicated) terminology with lacks of ap-propriate 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.

Due to the language barrier the expert from

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 implementati-on. The necessary translation for the participa-ting Russian-speaking women opened a broader dimension of linguistic problems. Nevertheless these exchanges were very fruitful for a better un-derstanding of the problems of gender mainstre-aming 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 majo-rity, 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 grea-test interest. This was equally true for the sustai-nable development approach and the differentiati-on between „equity and equality“ as main pillars of the gender mainstreaming concept. Group work, exchange and joint discussions were also appre-ciated since it enabled everyone to compare ideas, concepts and notions and to define for herself the framework of her action for the furthering of gen-der equality.

What could be used straightway was the new knowledge, which could be integrated into lectures on gender equality (mostly held within some pro-jects). 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 me-thods like the common development of the agen-da after collection of expectations, mind-mapping, ABC-lists.

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MATERIAL USED

The complete workshop procedures were docu-mented in English as well as in Estonian language. The wallpapers elaborated in common were pin-ned up at the wall and available during the who-le workshop - on one hand to illustrate the work process, on the other to enable easy references to subjects discussed formerly in order to assure the connectivity between the different phases of the learning process.

A set of transparencies regarding the historical background of gender mainstreaming, important aspects of differentiation between „sex“ and „gen-der“, practical guidelines for designing and imple-menting a gender mainstreaming process, methods for gender analysis was shown.

Different types of worksheets have been used for individual or group work. A sample of the work-sheets considered as the most interesting for the participants was distributed for copying for further use.

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-tematic work steps and methods which were unknown to them before.

• They were introduced in carrying out gender analysis on the basis of a specific example.

• They also had the possibility to communica-te on their questions, doubts, and experiences from different perspectives. So they gathered lots of new insights which are worth discussing and to be taken into account in further educa-

tional and learning offers on gender mainstrea-ming.

• The changing configuration of the group crea-ted a certain agitation among the participants and disturbed the course of the workshop and the continuity of the exchange and learning process.

• The workshop participants were by no means representative of the officials supposed to imp-lement gender mainstreaming in the future.

• The limited knowledge of the English language of the participants has been an underestimated problem for the understanding of the new sub-ject and of its terminology. Gender mainstre-aming terms are not widely used and give no clues as to their meaning for a regular speaker of Estonian.

• The offers of unknown learning arrangements have been accepted by the participants and we-re appreciated as valuable helps for the optimi-sation of their own design of learning arrange-ments for groups; due to the reflection about 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 success-ful 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 partici-pants considered that the workshop was well run and it received therefore a high degree of accep-tation.

This workshop has been a small, but important contribution to the promotion of gender equali-ty in Estonia, one further brick in a building that takes a long time to complete. In the Estonian context every action of this kind, however small it might be, is highly instrumental. Therefore this workshop should be considered and evaluated as a relevant and inspiring event.

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GERMANYKARIN DERICHS-KUNSTMANN

The two gender seminars organized within the GEcel-project in Germany took place in different contexts with different target groups and different agendas. Nevertheless the general methodologi-cal approach was the same in both cases (see page

36 ff). Due to the profound differences between them, they were documented in two separate re-ports.

These two seminars were a two-day train-the-trai-ners seminar in November 2004 in Hofgeismar/Germany and a five-day seminar for members of representative bodies in organisations in the be-ginning of September 2004 in Berlin/Germany.

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REPORT ON THE TWO-DAY WORKSHOP IN HOFGEISMAR IN NOVEMBER 2004

WALLPAPER WITH THE EXPECTATIONS OF THE PARTICIPANTS IN A GERMAN TRAINING WORKSHOP

CONDITIONS OF WORKSHOP DESIGN

The train-the-trainers seminar was entitled “Con-sequences of Gender mainstreaming for Civic Edu-cation”. Cooperating organisation was the federal working group ‘Work and Living’ (Arbeit und Le-ben), a federal institution, which coordinates the respective organisations for civic youth and adult education in the German states. Conductor of the

seminar was Karin Derichs-Kunstmann, Reckling-hausen/ Germany. It was originally planned that the seminar should be conducted by a gender duo. Unfortunately the male part of the duo fell ill; so it was decided that the female trainer should lead the seminar alone.

Participants of the two-day seminar were 12 adult educators (8 women and 4 men) from seven dif-

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ferent German regional state branches of ‘Work and Living’ and an official of the federal office of this organisation (Bundesgeschaeftsstelle). Three of the participants worked as free-lancers mainly working in the field of civic education and nine of them were full-time employees of the organisati-ons.

The federal working group ‘Work and living’ had already organised a first train-the-trainers seminar for multipliers in December 2003 with Karin De-richs-Kunstmann as trainer. Three of the partici-

pants (2 men, 1 woman) at the Hofgeismar seminar had already participated in the first seminar; be-side of that, many of the attendants had already worked on gender mainstreaming, so that it can be said, that the majority of them had a good experi-ence in the subject.

AIMS AND CONTENTS OF THE SEMINAR/ METHODOLOGICAL CONCEPT

The focus of the seminar was particularly set on matters concerning the inner-organisational con-sequences of gender mainstreaming implemen-

CHAPTER 5

SCHEDULE FOR A TWO-DAY SEMINARFIRST 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

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tation. For the participants, the question was to identify the types of consequences the gender mainstreaming approach would have within their respective fields of work. What effects would it have on the overall planning and organisation in educational establishments, on personnel manage-ment, on quality assurance,/ and on organisational development?

The core objectives of the Gender seminar were:

• Sensitising for gender-related dimensions in the work fields of the participants and

• The working out of the guidelines for gender-sensitive works in various fields of actions.

According to the participatory methodological approach of the project, the agenda of the semi-nar was settled after formulation of the expecta-tions 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 du-ring the implementation process. As a result, the original agenda of the seminar was modified and the second day of the workshop was dedicated to the problems of the resistances.

Another important consequence of this orientati-on of the seminar was that the ‘step-by-step-me-thod’ applied in small working groups became the central methodical approach for the seminar. Ac-cording to this approach, the participants worked alternatively in small groups and in plenary sessi-ons.

The work on the question of resistance was de-veloped in four steps. In the first step the parti-cipants concentrated for half an hour in three small groups on the question “At which levels of 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

on the different levels of the hierarchy within the organisations have been differenciated. One key conclusion was that a central condition for a suc-cessful implementation of gender mainstreaming within an enterprise or an organization was that there should an explicit decision and engagement of the executive board to support the process. But the silent resistance of the operational staff in eve-ryday action frequently hinders an efficient imp-lementation. All participants agreed that indiffe-rence and what is called in German “kind ignoran-ce” constitute the biggest obstacles for a gender 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?

1. IDENTIFYING RESISTANCES

2. MAKE RESISTANCES OBVIOUS AND DISCUSS THEM

3. SET UP BINDING RULES AND A CONTROLLING SYSTEM, EXAMPLES:

USE OF (GENDER SENSITIVE) LANGUAGE

QUALITY MANAGEMENT

SEMINAR CONCEPTS/ -PLANS

MINUTES OF SEMINARS

4. DEVELOP AN ORGANISATION CULTURE PROMOTING THE IMPLEMENTATION OF GENDER MAINSTREAMING IN SMALL STEPS:

DESCRIPTION OF RESPONSIBILITIES

OPEN INTERPRETATIONS

POSSIBILITIES OF PARTICIPATION

BASES FOR AGREEMENTS

Wallpaper with results of group work (translated from German)

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lance adult educators working for the organisati-ons. The task of the three groups was once more to produce wallpapers containing their results and to present them in the following plenary session. One group produced a four-step-plan to solve re-sistance shown by pedagogical staff (see following box). In the fourth and last step a final plenary ses-sion focussed on the different possibilities of dea-ling with daily resistance based on the results of the small groups.

RESULTS OF THE WORKSHOP

No definite answer to the question of how to hand-le resistances could be given in the workshop, but

some suggestions were nevertheless worked out to cope with this problem in certain fields of action. A work phase of half a day was a too short time for a deeper concentration on obstacles and resistances. Consequently, the participants expressed the wish to continue the work on this question in a follow-up event in late autumn 2005. A thematic proposal has already be made for this seminar: How to de-velop and train an argumentation scheme for the implementation of gender mainstreaming and to train this. An other request of the participants was to work on differentiated checklists according to the various areas of process implementation.

CHAPTER 5

REPORT ON THE FIVE-DAY GECEL GENDER SEMINAR IN BERLIN/GERMANY

CONDITIONS FOR DESIGNING THE WORKSHOP

A five-day seminar was held at the ‘Clara Sahlberg’ educational centre in Berlin-Wannsee. Co-opera-ting organisation was the German trade union ver.di, the trade union for public and private services. The theme of this seminar was “Gender Mainstre-aming Implementation in Enterprises”. A gender duo, Karin Derichs-Kunstmann, Recklinghausen/Germany and Harald Beyling, freelance trainer from Luebeck/Germany, conducted the seminar.

PARTICIPANTS

The eight participants (six women and two men) to the seminar came from different companies or administrations or were self-employed. The majo-rity 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 parti-cipants 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 parti-cipants were not involved into gender mainstrea-ming before the seminar. Insofar, they could regar-ded as beginners in this field on activities.

Due to the mixed structure of the group, an im-portant function as a learning opportunity was

ascribed to the exchange of informations about the possibilities of action in various operational contexts. Through the confrontation with the possibilities and limits of action in other operati-onal structures, the participants became a better insight in the possibilities of participation and co-determination in their own organisations.

AIMS AND CONTENTS OF THE SEMINARS

This seminar, as an activity developed according to the GECel methodology, treated all issues con-cerning the implementation of gender mainstrea-ming in the context of enterprises. The agenda of the seminar was formulated on the basis that the participants, owing to their membership in repre-sentative bodies (staff council or shop steward), wanted to discuss where and how the implementa-tion of gender mainstreaming could concern their fields of activities. The participants wanted to wi-den their individual competencies, and particular-ly 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-

cially gender hierarchies at operational level,• Argumentation on the opportunities and the

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limits of the gender mainstreaming concept,• Realistic discussion on the possibilities for and

constraints on representative bodies within the gender mainstreaming processes,

• Developing projects of action at operational le-vel and

• Reflection on the necessary strategic procedu-res.

Regarding this type of target group, it is very im-portant to be realistic in taking into account and pointing out the limits of co-determination possi-bilities within processes of gender mainstreaming in organisations. Trainers have to be aware about the functions of the members of this type of group in their respective organisations. In contrast to gender mainstreaming seminars with business exe-cutives, seminars with groups of this type should not aim at the development of optimal scenarios for the implementation of gender mainstreaming within an organisation but help to formulate ac-tion projects and realistic strategic devices that are in any case implementable by the representa-tive bodives.

DIDACTICAL-METHODOLOGICAL CONCEPT

The tasks of representative bodies in organisati-ons are strongly connected to the requirements of

co-determination in processes of change within an organisation. Likewise, gender mainstreaming is linked above all to organisational processes in in-stitutions. Insofar, the implementation of gender mainstreaming requires organisational learning in the everyday practice of organisations and compa-nies. The learning process of individuals is a prere-quisite for organisational learning; a confrontation with the specific structures and needs for action in organisations should ensue. That is why organisa-tional learning was a central issue of the seminar.

The didactical and methodical basis of the semi-nar was its subject orientation. As far as the me-thodical implementation is concerned, this means that the operational professional context in which the participants will have to act was the central fo-cus of the seminar work. Further methodical ele-ments included a participative methodology, a set of exercises for the beginning and ending of work sessions, like “warm ups” at the start of the day, and phases of feed-back and evaluation of the se-minar.

STRUCTURE AND RESULTS OF THE SEMINAR

The look at the gender hierarchies in the partici-pants own organisations proved to be an effective sensitising approach for the work of representative

IT‘S A DEADLY SERIOUS THING: CIVIC EDUCATION AND LERNING FOR GENDER MAINSTREAMING.

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REAL SCHEDULE OF THE FIVE-DAY SEMINARMONDAY 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 JUSTIFICATI-ONS 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

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bodies (see worksheet no. 1). As an element in the acquisition of gender competency, the participants were helped to develop a sensitivity for the gender aspects in their own fields of action. Therefore one of the first work steps in the seminar – following the introduction round and the formulation of the expectations of the participants – consisted in the depiction of the gender hierarchy in the different organisations the participants came from. This phase of work has been central for the further development of the seminar because it sharpened the focus on the needs for action in organisations, on the base of which operational action projects were conceived in the following phases of the se-minar. Reflecting on gender dimensions in opera-tional structures intensified the perception of the participants for gender hierarchies in organisati-ons and helped them to communicate about their own contexts of action.

The structure of the seminar contained the three central working steps – sensitising, information and transfer:• Sensitising: representation and perception of

gender hierarchies,• Information: knowledge on gender,• Discussion on goals: Which goals do we asso-

ciate with equal opportunity for women and men?

• Information: devising instruments for gender mainstreaming and preparing examples for it on the basis of the examples presented in texts,

• Transfer: developing projects of action at ope-rational level for the selected organisations of the participants, employing the instruments that have been devised for gender mainstrea-ming,

• Transfer: discussion on implementation strate-gies.

WORKSHEET „WOMEN AND MEN IN THE ENTERPRISE WHERE I WORK“

PLEASE ANSWER AS GOOD AS YOU CAN THE FOLLOWING QUESTIONS:

QUESTIONS ABOUT THE ENTERPRISE1. 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 REPRESENTATION4. 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 WOMEN7. 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

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The acquisition of knowledge on gender is an im-portant aspect of a Gender mainstreaming semi-nar. Since it could be assumed that the participants had already – in different forms – prior knowledge of the subject, background information was pro-vided partly through lectures of the seminar orga-nisers; on the other side the participants learned together about gender with the help of theme-ori-ented texts.

In addition to the elements of sensitising, informa-

tion and transfer, an important part of the seminar concerned the discussion on goals setting. Before the participants were confronted to concrete ex-amples of the practice of gender mainstreaming implementation, they worked out their own goals, which they associated with equal opportunity. An essential methodical approach was linked to the fact that the participants worked in a first step on gender-homogeneous groups. The different ways men and women consider equal opportunity that

c Karin Derichs-Kunstmann 2003

Figure shown in the lecture about GENDER MAINSTREAMING tools and instruments

COMPONENTS OF A GENDER MAINSTREAMING PROCESS IN ORGANISATIONS AND ENTERPRISES

ANALYSIS OF THE DIFFE-

RENT TASKS UNDER GENDER ASPECTS

INTER-GRATION OF GEN-

DER MAINSTREAMING INTO PROCESSES OF ORGA-

GNISATION AND HUMAN RESSOURCE DEVELOP-

MENT

EDUCTION OF GENDER HIERAR-CHIES WITHIN THE

ORGANISATIONS

DEVE-LOPMENT OF

GUIDELINES FOR GENDERSENSITIVE

PROFESSIONAL WORK

GENDER TRAININGS FOR

STUFF AND MANA-GERS

ESTABLISHMENT OF GENDER CIRCLES IN THE INSTITUTIONS PROMOTING

THE GENDER MAIN- STREAMING PROCESS

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came to light through this exercise provided an excellent background to discuss in a differentiated way the perspective of goals setting. The discus-sion on goals was a necessary requirement for the participants to be able to develop their own pro-jects and ideas.

The next agenda step was the working out, in small groups, of practical examples of gender mainstre-aming implementation in various contexts with the help of written material. These examples were chosen on the basis of the contexts for action of the participants. They were given texts about gen-der mainstreaming implementation in a large es-tablishment of the health system in Germany and in a municipal administration in Sweden. Refer-ring to their own experiences and with the help of these examples, the participants elaborated in two groups ways of procedure for gender mainstrea-ming implementation. Each group subsequently presented in plenum the results of its work to the other participants.

The transfer step of the seminar consisted in the preparation of operational projects and implemen-tation strategies. Participants who were engaged in comparable structures at operational level wor-ked out together in small groups – supported by interested freelancer colleagues – a project to be realised in practice (see worksheet No. 2). The two projects that were so prepared concerned a hos-pital and the youth welfare department of a local municipal administration. The examples were pre-sented in a plenary session and discussed in detail.

It was important in this phase of the seminar that the participants were faced with a task that could be worked on at operational level within their sco-pe of action. This resulted of the fact that appro-priate projects could not be worked out for each participant. The participants for which organisati-on a project could be designed decided on it joint-ly. The essential point was that for each project of action the aims and working steps could be exactly clearly identified.

WORKSHEET

ACTION PLANS IN ENTERPRISES AND ORGANISATIONSPLEASE 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

66

GREECEKARIN DERICHS-KUNSTMANN

CONDITIONS FOR THE DESIGN OF THE WORKSHOP

In cooperation with the Greek GEcel-partner, the Research Centre for Gender Equality (KETHI), two gender workshops were held in October 2004 in Athens. Both seminars took place at KETHI`s main building in the middle of Athens.

The two seminars were conducted by a duo from Germany: the GEcel-partners Karin Derichs-Kunstmann, Research Institute for Labour, Edu-cation and Participation at the Ruhr-University of Recklinghausen and Gabriele Thiesbrummel, from the municipal Centre for “Woman and Profession”, also Recklinghausen - in co-operation with Fotini Sianou, head of the international department of KETHI. The decision for the three trainers to co-operate was made on the basis of the composition of the target group. Both seminars were directed

primarily at the employees of KETHI. Therefore it could be expected that the participants would be predominantly women working in the field of education or women counselling. Both German trainers brought along specialised competencies in fields related to gender and labour as well as gender and education. The cooperation with Fo-tini Sianou supplemented the team through a her knowledge of the national background and in terms of language competency.

Due the European context of the project, it was decided to use English as the seminar language, so that there was no need for continuous translation. Only in such moments in the seminars when the discussed subjects referred to the particular situa-tion or to the specialised discussion about gender issues in Greece, Fotini Sianou discussed the mat-ters in Greek with the participants to make things easier and translated the discussion into English for the two German trainers. Not only the ques-tion of language that had to be considered when

FOUR DIMENSONS OF GENDER SENSITIVE

DIDACTICS

GENDER PERSPECTIVES AS

DIMENSON OF SEMINAR CONTENT

GENDER ASPECTS OF

METHODICAL DESIGN OF SEMINARS

GENDER EFFECTS OF

FRAMEWORK CON-DITIONS GOVERNING

EDUCATIONAL WORK

GENDER- RELATED BEHAVIOR

OF TRAINERS

c Karin Derichs-Kunstmann 2002

Figure shown in the lecture about Gender Mainstreaming in Adult Education

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67

planning the seminars. Cultural and societal diffe-rences had to be taken into account as well. Since before coming to Greece, the two German trainers had already read a lot about Greek society and cul-ture, they were well prepared. Nevertheless, the common phase of planning with Fotini Sianou was important. Specific cultural differences have been put on the thematic agenda of the seminars and the proposed work schedules were modified.

PARTICIPANTS

As it was said before, the target group was the KETHI’s staff; they were joined by several women working in ministries or other organisations coo-perating with KETHI. The members of KETHI’s staff came from all over Greece. Most participants to the first seminar had worked as members of Kethi or as external associates to Kethi within the EPEAEK project. This project dealt with the implementation of an operational Program of Education and Initial Vocational Training inclu-ding teachers awareness raising and intervention strategies in education for the promotion of gen-der 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 wo-men, among the participants to the second semi-nar 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 di-

mensions of the own professional responsibili-ty,

• Raising their knowledge about the conse-quences of Gender mainstreaming implemen-tation,

• Mutual development of ideas for gender main-streaming integration in the different professi-onal action fields,

• Discussion on the opportunities and limits of

the gender mainstreaming concept,• Reflecting of the participants individual ap-

proach to gender mainstreaming implementati-on on the background of international experi-ences.

The seminars followed the usual three-steps-struc-ture of gender seminars (see chapter 4) – infor-mation, sensitising and transfer:

• Information (1): knowledge on the theoretical background of the concepts of ‘gender’ and the concept of gender mainstreaming, its historical and political background and consequences,

• Information (2): international (esp. German and Greek) experiences in gender mainstrea-ming implementation within the action fields of the participants,

• Sensitising: role play “Gender relations” to shar-pen the participants sensitivity to the construc-tion of gender roles in daily life,

• Transfer: consequences of gender mainstrea-ming in the different fields of action of the par-ticipants.

The structure of seminars in terms of content re-sulted from finding a balance between the indivi-dual demands of participants and the learning of-fers of the trainers. The trainers knew that most of the participants were working in the educatio-nal field or in advisory boards of institutions. They had therefore prepared two lectures on German examples of gender mainstreaming implementati-on 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 discus-sions using different techniques like “metaplan cards”, “whispering groups”, “fishbowl”, “flash-light” 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 semi-nar.

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68

SCHEDULE OF THE SEMINARS

The schedules of both seminars were mostly iden-tical, only the phases order differed. Given the ex-periences of the first seminar, the second lecture was put on the agenda of the second day and the role-play was organized in the first day. The sche-dule of the second seminar which has been the more successful one, is shown on next page.

Three parts of the seminar schedule are in retros-pect to be highlighted as being especially success-ful:• The silent role play “Gender relations”,• The work on the “Eight steps for Gender main-

streaming Implementation” and• The use of different methodical approaches to

the subject.The role play (see worksheet No. 1) proved itself as a door-opener in two different respects: it enabled, on the one hand, a discussion on gender relations in Greek society (detailed discussion about gender

ascription processes in everyday life) and on gen-der hierarchy division of labour in occupational and family life. On the other hand, the everyday role stereotypes and their consequences were dis-cussed. The knowledge gained from the role-plays was often referred to in the final evaluation of the seminar by the participants.

The work with the instrument “Eight steps for gender mainstreaming Implementation” was not initiated before the general conditions for the im-plementation of gender mainstreaming had been defined (see worksheet No. 2). This previous work step enabled a realistic assessment of the imple-mentation possibilities in the fields of action of each individual participants. Thus one group con-stituted of participants to the EPEAK-project worked on the gender aspects of discipline pro-blems in school.

The third important impulse from the gender se-minar was generated at a methodical level. The

CHAPTER 5

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: 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.

GENDER ASPECTS: THIS IS A VERY GOOD METHOD TO PROVIDE A PLAYFUL START INTO THE DISCUSSION ABOUT GENDER ROLES, GENDER RELATIONS AND THEIR ASCRIPTION PROCESSES. WOMEN AND MEN CAN OBSERVE THEIR OWN ROLES IN THESE PROCESSES. A DISCUSSION ON THE SOCIAL CONSTRUCTION OF GENDER RELATIONS IS MADE POSSIBLE.

IN SOME GROUPS PROBLEMS IN INVOLVING MEN IN SUCH A METHOD MAY OCCUR.

Worksheet No. 1: Silent Role Play

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SCHEDULE OF A TWO-DAY GECEL GENDER SEMINAR IN ATHENS/GREECEFIRST 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?

70

participants worked enthusiastically with the vari-ety of methods used. They were not familiar with the use of cards sets to find out about expectations and their following compilation as clusters. The same applied for the “whispering group“ method which can be used for example after a lecture. In this case, each participant has 5 or 10 minutes to discuss at low voice about his impressions on the lecture with the person sitting next to him / to her. Follow-up discussions in plenary session turned

out to be more lively and intensive after such a whispering phase. The “fishbowl” method used to structure the exchange of group results in plenary session was not known to all the participants and has been well received too. In the final evaluation, almost all the participants stressed the fact that they had learned a great deal from this methodical impulse and likewise from the regular reflection phases.

CHAPTER 5

INTENSIVE CONCENTRATION IN PLENARY SESSION

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

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CONCLUSION AND RECOMMENDATIONSKAREN SJØRUP

Gender mainstreaming was established by the Amsterdam treaty as an overall European strate-gy, 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 unsufficient-ly developed. The used concepts and terminology are new too; they are based on one side on gender theory and on the other side on the European mo-del of political (good) governance, known as the Open Method of Coordination (OMC). Most of the terminology has been developed in English, which means that the majority of non-English na-tive speakers has problems to catch the linguistic

intention and extension of the terms and their conceptual meaning.

Due to the language and terminology problems and to the historical, political and cultural diver-sity 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 ‘main-streaming’ still sound strange for non-English na-tive speakers and because of their different cultu-ral backgrounds make them understand different things when they use these concepts to address concrete problems in their respective countries.

The GEcel-project took the initiative of testing training models for gender mainstreaming in four different countries: Iceland, Estonia, Germany and Greece. Two of the German partners, Karin Derichs-Kunstmann in Germany and Greece and Heidemarie Wünsche-Piétzka in Iceland and Es-

RESULTS OF THE SEMINAR

In the evaluation phase of both seminars the par-ticipants stated that the events were a good op-portunity for the KETHI staff to raise some ques-tions and worries regarding feminism and gender 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 in-terested in such issues. The participants stressed the fact that they had had the opportunity to ex-press themselves, to work in groups and produce interesting results, especially in the role play se-quences. 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 inte-rested to have more seminars of this kind.

One central result of the seminars in Athens was that in order to enable work in a fully concentra-ted atmosphere, it should be recommended that these events take place in every case outside the institution.

Both the German trainers stressed that they had learned a great deal from the exchange and work with their Greek colleagues. It was very infor-mative 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 si-milar, and a lot can be learned from the different national approaches.

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tonia acted as ‘flying experts’ conducting all the testing courses in these countries; they were as-sisted in this task either by a national expert as local resource – which happened to be a woman in all the cases – or by a male co-trainer within a so-called „gender duo“. These configurations il-lustrated anew the challenge of language diversity within the project. During the courses non-nati-ve English-speakers were to train in English par-ticipants from different countries with different levels of fluency in English – without the help of interpreters experienced in English gender main-streaming terminology.

We realised in the course of the collective general reflection about this project that, when we spoke of gender mainstreaming, we were probably spea-king of at least four different – or partly different – types of practice which were connected to the different national origin but also to the different disciplines of the partners.

The four different types of practice of training for gender mainstreaming, which were indeed some-times overlapping each other, have been used by the partners of the project. Some of the tools used are similar or exactly the same, but there are al-so remarkable differences between the designs of practice models:• The sensitising model, emphasising on the

consciousness raising dimension in gender mainstreaming,

• The organisational development model for strategy implementation,

• The policy implementation model, • The monitoring process model.

During the test training courses in this project mo-dels 1 and 2 - referring both to systemic theory as a theoretical background - have been mainly used, generally in the form of a model mix. This syste-mic approach was based on the fact that the trai-ners understood themselves as coaches in the first line expecting that the participants play an active role in the courses conceived as interactive proces-ses. The trainers coached the participants through

a number of different methods and instruments, e.g. using role plays, open space discussions, sti-ckers in different colours to support the process of common and mutual learning and change. This means that a lot of efforts has been done in order to make the participants responsible for their own learning, to promote the participants as the new ‘fiery souls’ of gender mainstreaming in their spe-cific organisations or fields of professional work.

In these models the system of DUO training has been especially emphasised. The DUO trainers worked in a ‘symbiotic’ way, this means that they had no clearly separated specific role but acted as a collective, forwarding the course process by the way of a dialogue offering thus the best possibili-ties of learning for all the involved persons. The presence of national experts as co-trainers brought a new dimension as they acted as interfaces to the different national backgrounds and as communi-cation promoters, especially when it came to dis-cussions of key concepts of gender mainstreaming in the different languages.

On the base of their systemic approach Method 1 and 2 both focussed on communicative learning in organisations and on learning through conscious-ness rising. As systemic theory understands orga-nisations as organic and developing systems, the approach of the two methods had a narrow link to the development of knowledge organisations, adding a gender dimension to this development by putting in question the well-known gender arran-gements to be found in this type of organisation through focusing on gender sensitising.

Model 3, the policy implementation mode, was not used in any of the test trainings, but the Danish partner used it in other projects in the context of gender mainstreaming implementation in the new EU countries Poland and Latvia before their ac-cession to the Union. Aim of the implementation measures was to train the civil servants in tools, methods, procedures in order to give them the possibility to implement gender mainstreaming. This approach did not contain any elements of

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sensitising as the civil servants were not supposed to be the “fiery souls” of gender mainstreaming but were rather to be trained to execute the tasks assigned to them in the field of gender mainstre-aming integration whether they are ‘feminists’ or not. Therefore the idea was rather to give them good and easily accessible tools and methods to reach their objectives.

Still there was a participatory element in this mo-del, as the participants were asked to point out the relevant and important gender equality ques-tions that should be addressed in their country or in their department or ministry. These questions were used as a basis to select the appropriate me-thods 1. to document the nature and extend of the problems, and 2. to develop political measures to address the problems.

In the projects developed according to this me-thod the trainers worked also in duos, but their function was very different from the function of the duos in the first 2 models. The duos were ge-nerally mixed gender duos – generally a younger 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.

Another reason for this gender mixity was that the participants should be given different role models to identify with. If all the trainers had been women with their roots in the 1970’s feminist movement, gender mainstreaming would have been identified with this movement and would have be labelled as a thing promoted by old-time feminists, excluding men, forwarding the case of women without ta-king in consideration the men’s gender problems 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 distingu-ish 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 ap-proach of gender issues.

This set of preconditions had to do with the ques-tion of the communication of authoritative know-ledge too. The communicated knowledge should be the most recent and the most relevant and in line with the European project of gender main-streaming implementation and the progress of this strategy. It has to show the limits and/or the inac-curacies of the approach and - last but not least – to stress the necessity for a continuous further development of this European project.

In the test training events it was realised how dif-ficult it was to deal with the terminology of gender mainstreaming. The different concepts that have been used caused a lot of difficulties concerning the different meanings of “equality”, “equity”, “equal rights” and “gender mainstreaming” as well as the translation of these concepts into practical actions.

Many of the participants were very new to gender equality work as such and needed a basic introduc-tion, while others had already long-time experi-ences with gender issues.

In the mutual learning processes the participants have learned that they need to understand and take into consideration the different historical, political and cultural backgrounds of each coun-try in order to implement the appropriate type of trainings according to this background. It was im-portant that foreign experts worked in duos and in cooperation with national experts in order that the translation problems and the concrete gender situation in the different countries could be pro-perly addressed and the learning context of the na-tional participants could be taken into account.

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

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target groups which are to be addressed.• The work context, the needs and professio-

nal occupation of the participants should be known in order to develop training measures responding to their specific situation.

• It must be made sure that the multicultural background of the participants gets the deser-ved attention, this specific feature of this kind of courses being an opportunity to promote the dimension of diversity of context conditions and solutions in the implementation of gender mainstreaming.

• Data on the gender situation in the country/or-ganisation in which gender mainstreaming will be implemented should be collected and disse-minated in order to enable comparisons with other countries/organisations successfully imp-lementing this process.

• Data on the legal situation of gender equality in the country / organisation in which gender mainstreaming will be implemented should be collected and disseminated in order to point out the legal responsibilities of the countries to transform international or supranational law into national rules and regulations.

• Actions to deal with resistances should be in-itiated in order to integrate resistance in the change process initiated by gender mainstrea-ming implementation.

• It must be made sure that the process of gender

mainstreaming is anchored at the top of the or-ganisation.

• There must be a careful balance between the ti-me spent on learning about gender and gender mainstreaming theory and the time spent on learning about the procedural steps and/ or me-thods for implementing gender mainstreaming.

• A permanent process of methodological as well as content reflection should be initiated during the training in order to clarify where a deepe-ning of specific contents, a change of metho-dology or the answering of open questions are necessary.

• A monitoring and evaluation procedure should be initiated in order to document and report on the successes and failures of the training course and to correct minor mistakes during the course.

• It should be cared to provide an enjoyable ve-nue to organize the course/ workshop/ seminar in order to create a distance between the parti-cipants and their usual work environment and to promote a learning surrounding where they can think freely.

• Special efforts must be made to get a regular and constant presence of the participants in the courses in order to assure the continuity of the learning process – courses / seminars / workshops are no hop on – hop off events!

FROM MALTO TO ICELAND: LET THE EUROPEAN SPIRIT FLY!

75

RESULTS OF THE GECEL EVALUATIONKARIN 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 se-minars on the base

– of the appreciation of the participants and – of their evaluations of the effects of these semi-

nars.

The evaluation was carried out on the base of a questionnaire sent to all the participants of the testing seminars in the four project countries Ice-land, Estonia, Germany and Greece. Nine testing seminars have been organised during GEcel-pro-ject time: 1 in Estonia, 2 in Germany, 2 in Greece and 4 in Iceland. A total of 127 persons participa-ted to these seminars. 90 of them answered the questionnaire, which means a return rate of nearly 71 %.

STRUCTURE OF THE PARTICIPANTS

GENDER STRUCTURE OF THE PARTICIPANTS

The majority of the participants (78 of 90) were women. Only 12 men participated to the training seminars, 6 in Germany, 3 resp. in Greece and in

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 ca-me 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 gene-ration 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 project countries. Most of the older partici-pants came from Germany (5) and Iceland (4). In these two countries the average age of the partici-pants was higher than in Estonia and Greece, whe-re more younger persons participated to the semi-nars. In Greece, the high number of young partici-pants was to due to the fact that the participating organization KETHI employs young academics having just successfully achieved their degree and starting in professional life.

OCCUPATIONAL STRUCTURE OF THE PARTICIPANTS

The occupational structure of the national groups strongly varied from country to country. In Iceland and in Estonia the majority of the participants worked in public administration. Most of the Figure No. 1:

Structure of the participants according to sex and country

Figure No. 2:

Structure of the participants according to age and country

APPENDIX 1

male

female

total

Germany Greece Iceland Estonia all countries

Germany

Greece

Iceland

Estonia

20 to 29 30 to 39 40 to 49 50 to 59 60 years years years years years and more

76

APPENDIX 1

Greek participants worked as consultants, most of the Germans as adult educators.

LEVELS OF EXPERIENCE OF THE PARTICIPANTS WITH GENDER MAINSTREAMING WORKSHOPS/SEMINARS

As the statistics show, the majority of the partici-pants (55) had no experience at all in this field. 35 persons had already taken part to one or several seminars on gender mainstreaming. Beside of that, the experiences in gender mainstreaming differed largely between and within the different country groups. For 13 of the 20 German participants, the GEcel-seminars were not their first approach to gender mainstreaming seminars and 8 of these 13 had already participated in more than two training seminars. In Greece the profile of the participants 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-minars of this type before the GEcel-project.

EXPECTATIONS OF THE PARTICIPANTS ABOUT CONTENTS OF THE TRAINING SEMINARS

In order to get a better evaluation of the seminars the participants were asked about their expecta-tion about the contents of the seminars, the de-gree of success of the seminars being understood as the relation between expectation prior to the project and the real experience during the project. One of the questions was focussed on the expec-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-cation about the expectation of the participants. They thought that the seminars should give “ideas and tools“ to transfer gender mainstreaming into practice (55% of all answers). This shows that a majority of the participants (77%) was interested in transferring their learning into practice after the GEcel-project. 34% of the participants wan-ted to have „first general information“ on gender mainstreaming (24% of the answers). Only a rela-tively small number of participants were interes-ted into contents dealing with more theoretical or institutional matters like gender related behaviour in society (14% of the participants, 10% of the an-swers) or institutional or organisational settings of gender mainstreaming (11% of the participants, 8% of the answers).

METHODOLOGICAL PREFERENCES Asked about their methodological preferences, the participants gave a clear answer. We wanted to know, what kind of training is for them the more

Figure No. 3: Structure of the participants according to the

type of organisations which employ them

Figure No. 4: Structure of the participants according to their

experiences with Gender Mainstreaming

Figure No. 5: Expectations of the participants about contents

of the training seminars

Trade UnionsFreelancer

n.A.

Others

Other Administration

NGOUniversity/Research instituteConsulting office

Municipality

Adult educationMinistry

Germany

Greece

Iceland

Estonia

total

yes no

Deepening oforganisationalknowledge (10)

First generalinformation (31)

Others (3)

Reflection ongenral individualand personalgender relatedbehaviour (13)

Ideas and toolsfor transfer intopractice (70)

77

useful. A large majority advocated for an integra-tive 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”.

Evaluation of the seminars by the participantsA series of questions was focussed on the general evaluation of the seminars and an evaluation of their structure. Another group of questions was centered on the evaluation of the effects of the se-minars by the participants.

General evaluationMost of the participants (nearly 80%) were very satisfied with the seminars, 15 of them were even “absolutely” satisfied. 18 participants were “parti-ally” satisfied. Only 2 participants gave a negative appreciation or no answer at all.

Evaluation of the structure of the seminarsWhen asked about the balance between plenary sessions and work in groups within the seminars, the majority of participants gave a very positive (“excellent”) (28) and positive (“good balanced”) (50) appreciation of the seminar structures. Only 7 participants judged them “not so well balanced”, 5 gave no answer.

EVALUATION OF THE AMOUNT OF INFORMATION DISSEMINATED IN THE SEMINARS

A large majority of participants (81 of 90) was sa-tisfied with the amount of informations dissemi-nated in the seminars. 6 meant, that the amount of information was insufficient and 3 that the

amount was excessive.

Increase of knowledge about gender mainstreamingThe statistics show a thoroughly good appreciati-on of the effects of the seminars on the level of knowledge of the participants about gender main-streaming. A clear majority of them has widened their knowledge about the subject. The number of persons with good knowledge on gender mainstre-aming has increased from 32 to 49, the number of persons with “very good knowledge” from 3 to 9. None of the participants gave a negative answer.

FOCUS OF LEARNING

This question focussed on what the participants have learned during the GEcel-seminars. As se-veral answers were possible, the total of answers was 145. 50% of the participants (31% of the ans-wers) have widened their knowledge about „goals and procedures“ for the practical implementation of gender mainstreaming. 43% of the participants (27% of the answers) have now a deeper know-ledge on tools for the implementation of gender mainstreaming. 24% of the participants (15% of

APPENDIX 1

Figure No. 6: Balance between plenary sessions and work in

groups

Figure No. 7: Knowledge of the participants about gender

mainstreaming before and after the training

Figure No. 8: Contents of the effective learning about gender

mainstreaming

excellent

goodbalanced

not so wellbalanced

n.a.

Germany Greece Iceland Estonia all countries

before thistraining

after thistraining

nothing only few some facts good very good facts knowledge knowledge

Tools for theimplementation

generalinformation

Information ongood practice

Others

Informationabout goalsand procedures

78

the answers) have learned about examples of good practice in the field of gender mainstreaming.

LEVELS OF RELEVANCE OF INFORMATION FOR THE IMPLEMENTATION OF GENDER MAINSTREAMING IN THE OCCUPATIONAL CONTEXT OF THE PARTICIPANTS

A clear majority of participants (55%) rated the information on gender mainstreaming dissemina-ted 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.

The statistics show substantial differences bet-ween the profiles of appreciation in the different countries. For most of the Estonian participants, the information was only „partly useful“. On the other side, for the majority of the Greek partici-pants the information was „very useful“. The ap-preciation of the Icelandic and German partici-pants are settled between these two profiles. Most of the participants of these two countries regarded the information as „very useful“, but for an impor-tant number of them – especially in Germany –, it had been only „partly useful“. Germany was the only country, where participants rated the infor-mation as „not useful“ or did not give any appre-ciation about the information.

IMPROVEMENT OF UNDERSTANDING OF GENDER MAINSTREAMING

For the overwhelming majority of the participants, the seminars of the GEcel-project led to a better

understanding of gender mainstreaming. Germany was the only country, where participants did not have the feeling that their understanding of the subject had improved through the seminars.

IMPROVEMENT OF METHODOLOGICAL COMPETENCE IN GENDER MAINSTREAMING

For the overwhelming majority of the participants, the seminars of the GEcel-project led to improve-ment of the methodological competences of the participants. Nevertheless, differences can be seen at national level. Greek and Icelandic participants are nearly unanimous on this point, but a number of Estonian and German participants do not share this point of view.

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 experience in the field of Gender Mainstreaming and that this might have influenced their opinion on this aspect of the seminar.

APPENDIX 1

Figure No. 10: Improvement of understanding of gender main-

streaming – in general and in the project countries

Figure No. 11: Improvement of methodological competence in

gender mainstreaming – in general and in the project countries

very usefull

partlyusefull

notusefull

n.a.

Germany Greece Iceland Estonia all countries

Figure No. 9: Levels of relevance of information - in general

and in the project countries

improved

not improved

n.a.

Germany Greece Iceland Estonia all countries

improved

not improved

n.a.

Germany Greece Iceland Estonia all countries

79

CONCLUSION

One has to be careful while interpreting the re-sults of this evaluation. The target groups in the four participating countries were very different from each other in regard to the age and the occu-pational structure of the participants as well as in regard to their knowledge of the subject and their expectations. Beside of that it must be remem-bered that the awareness of gender relations and the levels of dissemination and implementation of Gender Mainstreaming vary highly from country to country. This was a one of the key preconditi-ons in the framework of the project.

Nevertheless, the analysis of the available data re-veals a general high degree of satisfaction of the participants with the Gender Mainstreaming se-minars of the GEcel-project. The seminars cont-ributed to a considerable increase of their general and specific knowledge on gender mainstreaming and on its implementation.

Reflecting the structure of the participants, it can be considered that the more the participants knew about Gender Mainstreaming and its implementa-tion before attending the seminars, the less the seminars have been effective in increasing their knowledge in this field.

APPENDIX 1

80

GECEL - WHO IS WHODENMARK 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 Re-search and Documentation Centre on Equality. They are concurrently working with several major projects in EU among other labour market-pro-jects in Estonia, Hungary and Polen. The Institute offers a wide range of knowledge, experience and best practice examples. www.celi.dk

ESTONIA Riina Kytt, Tallinn

WOMEN’S TRAINING CENTRE (WTC)

The WTC is a non-profit organisation founded in 1997 from the foregoing centre, which was suppor-ting businesswomen. The broadening of the field of working was directed to the strengthening of gender democracy. More than 800 women parti-cipated meanwhile in the “Democracy-Training Courses”. WTC has a lot of experience in educa-tional projects and collaboration with partners in Scandinavian countries. www.nkk.ee

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, edu-cational and information work in equal opportu-nities and gender mainstreaming matters all over the country and transnationally. Its active co-ope-ration in the Mediterranean Area is directed to participation, empowerment and civil society de-velopment. www.kethi.gr

ICELAND

Hildur Jonsdottir, Reykjavik

EQUAL OPPORTUNITIES OFFICER OF THE CITY OF REYKJAVIK

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-operation in the Scandinavian as well as in the European context and the promotion of innovati-ve approaches in educational policy and practice have produced impressive results in Iceland.www.reykjavik.is

GECEL - WHO IS WHO

APPENDIX 2

GERMANY Dr. Heidemarie Wünsche-Piétzka

STRATEGIE 21 E.V. BONN This organisation is an NGO with expert com-petencies in research, education, organisational development and consulting. Transnational co-operation 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

RESEARCH INSTITUTE FOR LABOUR, EDUCATION AND PARTICIPATION (FIAB), RECKLINGHAUSEN

The FIAB is connected to the Ruhr-University of Bochum; the office is situated in Recklinghausen. FIAB is working on the effects and problems of globalisation and structural change esp. the fu-ture of labour, the analysis of training needs and new methods in vocational training, the historical development of adult education, gender aspects of adult education and gender mainstreaming processes esp. within educational organisations. 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, cham-bers and the state.www.ruhr-uni-bochum.de/fiab/www.gender.qualifizierung.de

CO-ORDINATING ORGANISATION:Petra Grüne and Cornelia Schmitz

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 spe-cial target groups like teachers or journalists. All these offers are intended to motivate citizens and to empower them to confront political and social issues in a critical manner, as well as to take an active part in political life. Given Germany‘s his-torical experience of dictatorial regime types, the Federal Republic has a particular responsibility to ensure that values such as democracy, pluralism and tolerance are firmly embedded in the public consciousness. Thus gender sensitive education, intercultural education and education for Europe are integrated in the aims and purposes of the or-ganisation. The implementation of these goals as well as in the organisation itself is promoted. www.bpb.de/gender

APPENDIX 2

81