Tetyana Zatonatska
https://orcid.org/0000-0001-9197-0560
Olga Anisimova
https://orcid.org/0000-0002-6721-3030
Jean-François Devemi
https://orcid.org/0000-0002-5703-0361
Vincent Giedraitis
https://orcid.org/0000-0002-0293-0645
COMPARATIVE ANALYSIS OF THE BEST PRACTICES OF GENDER AUDIT IN EDUCATION
Full text (pdf)
Language: English
Abstract. Gender audit in education is necessary to assess the gender equality in educational institutions. As it was proven that the gender equality has a positive impact on the economic development it is important to determine the best methods to assess the issue and to improve its state. As a result, the purpose of our article is to determine the best practices of gender audit as a tool to assess and facilitate gender equality. To achieve our goal, we used several scientific methods, such as synthesis, analysis, deduction, etc. Gender equality issues have been found to be linked to economic development and are currently part of expanded economic growth models. This is especially true for gender equality in education, which is crucial for all subsequent areas of activity. It has been determined that approaches to gender equality and gender audit have evolved recently, starting from a purely formal one, when equality was defined as equal access for boys and girls to school education, and to the use of comprehensive gender equality indices ranging from 3 to 5 weighted elements, cover lifelong learning, financial component and representative component, i.e. women’s participation in governance at different levels. It is substantiated that gender audit at this stage focuses on a broad definition of gender equality and is a tool to help determine its current level and possible ways to improve the situation. Currently, gender audit is in the form of a participatory audit involving not only external experts but also representatives of the organization where it is conducted. Not only formal statistics are analyzed, but also surveys, interviews among team members are conducted. The practice of gender audit in Lithuania and France shows that France, which started this process earlier, is at a stage when the legal support of this issue is relatively well-established, but there are still problems with compliance with the established norms. Incentives for their observance at this stage are mainly penalties. Lithuania has also begun to form a legal framework for gender equality, but practical implementation has not yet become widespread. Gender stereotypes are still very strong in the country.
Keywords: gender equality, gender inequality, gender audit, gender equality in education, gender audit in education.
https://doi.org/10.32987/2617-8532-2021-4-21-35
Keywords: gender equality, gender inequality, gender audit, gender equality in education, gender audit in education.
https://doi.org/10.32987/2617-8532-2021-4-21-35
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5. Aikman, S., & Unterhalter, E. (Eds.). (2005). Beyond access: Transforming policy and practice for gender equality in education. Oxfam. Retrieved from https://oxfamilibrary.openrepository.com/handle/10546/115410.
6. Unterhalter, E., & Aikman, S. (Eds.). (2007). Practicing gender equality in education. Oxfam. Retrieved from https://oxfamilibrary.openrepository.com/handle/10546/115528.
7. Brosnan, K., & Consultancy, W. (2013). Gender Equality Audit. Retrieved from https://www.dfa.ie/media/dfa/alldfawebsitemedia/newspress/publications/2014-Gender-Equality-Audit-DFAT.pdf.
8. Moser, C. (2005). An Introduction to Gender Audit Methodology: Its design and implementation in DFID Malawi. Retrieved from https://www.researchgate.net/profile/Caroline-Moser/publication/252942551_An_Introduction_to_Gender_Audit_Methodology_Its_design_and_implementation_in_DFID_Malawi/links/550f05080cf2752610a007ad/An-Introduction-to-Gender-Audit-Methodology-Its-design-and-implementation-in-DFID-Malawi.pdf.
9. Slagter, J. T., & Forbes, K. (2009). Sexual harassment policy, bureaucratic audit culture, and women’s studies. NWSA Journal, 21(2), 144-170. Retrieved from https://www.jstor.org/stable/20628178.
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11. Mazur, A. G., & Engeli, I. (2020). The search for the elusive recipe for gender equality: when policy implementation matters. French Politics, 18, 3-27. Retrieved from https://www.researchgate.net/profile/Amy-Mazur/publication/339925451_The_search_for_the_elusive_recipe_for_gender_equality_when_policy_implementation_matters/links/5eaca22fa6fdcc7050a194c0/The-search-for-the-elusive-recipe-for-gender-equality-when-policy-implementation-matters.pdf.
12. Engeli, I., & Mazur, A. (2021). Research on French Gender Equality Policies in Practice: One Step Closer to A Recipe for Success. LIEPP Policy Brief, 52, 1-8. Retrieved from https://hal.archives-ouvertes.fr/hal-03384729/.
13. Taljunaite, M. (2005). Gender Mainstreaming as a Strategy for Promoting Gender Equality in Lithuania. Sociologický časopis / Czech Sociological Review, 41(6), 1041-1055 Retrieved from https://www.ceeol.com/search/article-detail?id=79132.
14. Zaleniene, I., Krinickiene, E., Tvaronaviciene, A., & Lobacevskyte, A. (2016). Gender equality and its implementation in universities of Lithuania. Economics & Sociology, 9(1), 237. Retrieved from https://www.economics-sociology.eu/files/20_229_Zaleniene_Krinickiene_Tvaronaviciene_Lobacevskyte.pdf.
15. Limanauskiene, V., Rutkauskiene, D., Kersiene, V., Bareisa, E., Damasevicius, R., Maskeliunas, R., & Targamadze, A. (2017). The Study of Gender Equality in Information Sciences Research. Retrieved from https://link.springer.com/book/10.1007%2F978-3-319-67642-5.