Gender Perspective in the Workplace
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The document outlines a workshop on incorporating a gender perspective in the workplace, including defining key terms like sex, gender, gender sensitivity, and gender mainstreaming. It discusses concepts of gender socialization and the different roles of men and women. The workshop aims to provide insights into approaching gender equality and assessing organizational performance on gender issues.
![Atty. Daisy Punzalan Bragais
Director III
Civil Service Commission
Regional Office No. 5
Incorporating a
Gender Perspective
in the Workplace [1]
(A Workshop Series on Gender
Mainstreaming)](https://image.slidesharecdn.com/genderperspectiveintheworkplace-160309133149/85/gender-perspective-in-the-workplace-1-320.jpg)
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Gender Perspective in the Workplace
- 1. Atty. Daisy Punzalan Bragais Director III Civil Service Commission Regional Office No. 5 Incorporating a Gender Perspective in the Workplace [1] (A Workshop Series on Gender Mainstreaming)
- 3. attydpbragais What do you expect from this course? What do you expect from your co- participants? What do you expect from the Learning Service Provider?
- 5. Learning Norms Listen with an open mind. Treat everyone with respect. Everyone is a learner. Take responsibility for one’s learning. attydpbragais
- 6. Basic Premises NOT a WAR between the sexes NOT anti-male Both women and men are victims although there are more women victims than men Both men and women have a stake in the struggle for gender equality attydpbragais
- 7. Form 2 groups Group 1 – draw the anatomy and other attributes of the human male specie Group 2 – draw the anatomy and other attributes of the human female specie Do this in 10 minutes
- 9. Sex identifies the biological difference between men and women. Sex identity is determined by reference to genetic and anatomical characteristics. It is largely unchangeable. attydpbragais
- 10. refers to the culturally or socially constructed roles ascribed to males and females. Identifies the social relations between men and women. An acquired identity. Refers to all differences except those that are strictly biological. Can be changed. attydpbragais
- 11. Gender Sensitivity The ability to recognize gender issues, especially women’s different perceptions and interests arising from their unique social location and gender roles. attydpbragais
- 12. The ability to identify problems arising from gender inequality and discrimination, even if these are not evident on the surface and are "hidden," or are not part of the general and commonly accepted explanation of what and where the problem lies. Gender awareness means a high level of gender conscientization. Gender awareness attydpbragais
- 13. Socialization Process Why we think and behave the way we do today
- 14. A continuing process whereby an individual acquires a personal identity and learns the norms, values, behaviour and social skills appropriate of the individual’s social position or role.
- 15. Socializing Agents Institutions that shape an individual’s personality, character, skills, norms, those which dictate one’s role in society.
- 16. name, color, toys, household chores, habits, rituals, expectations, etc. Family
- 17. teachers, subjects or curriculum, textbooks,
- 19. leadership, books, practices, structure, expectations, etc.
- 21. structure, participation, power, policies, laws & legislations, expectations, etc
- 22. Quick Review of Gender Terms and Concepts
- 23. Gender Lens
- 24. Sex Disaggregated Data Data collected and presented separately on men and women.
- 25. Gender Analysis The systematic gathering and examination of information on gender differences and social relations in order to identify, understand and redress inequities based on gender
- 28. Reproductive Work activities needed to ensure the reproduction of society's labor force This includes child bearing, rearing, and care for family members such as children, elderly and workers. These tasks are done mostly by women.
- 29. Productive Work activities carried out by men and women in order to produce goods and services either for sale, exchange, or to meet the subsistence needs of the family.
- 30. Practical Gender Needs refer to what women or men perceive as immediate necessities
- 31. Strategic Gender Needs Interventions addressing strategic gender interests focused on fundamental issues related to women’s (or, less often, men’s) subordination and gender inequities.
- 32. Strategic gender interests are long-term, usually not material, and are often related to structural changes in society regarding women’s status and equity. They include legislation for equal rights, reproductive choice, and increased participation in decision- making.
- 34. Gender Blind Approach Gender-Blindness is the failure to recognize that gender is an essential determinant of social outcomes impacting on projects and policies.
- 35. A gender blind approach assumes gender is not an influencing factor in projects, programs or policy.
- 36. Women Empowerment Approach concerns women gaining power and control over their own lives
- 37. It involves awareness-raising, building self-confidence, expansion of choices, increased access to and control over resources and actions to transform the structures and institutions which reinforce and perpetuate gender discrimination and inequality
- 38. Men and Masculinities Approach focuses on how to address the male side of gender equality including the ways gender roles and stereotypes affect men and boys’ identities, behaviors and expected roles and responsibilities
- 39. WID The WID approach aims to integrate women into the existing development process by targeting them, often in women- specific activities. Women in Development
- 41. GAD focuses on intervening to address unequal gender relations which prevent inequitable development and which often lock women out of full participation GAD seeks to have both women and men participate, make decisions and share benefits.
- 43. SOGIE sexual orientation, gender identity and expression
- 44. Sexual Harassment RA 7877 – The Anti-Sexual Act of 1995 Work } Education } related Training }
- 45. Glass Ceiling
- 47. Sticky Floors describes how some jobs prevent women (and some men) from moving out of certain positions
- 48. Gender Mainstreaming “…the process of assessing the implications for women and men of any planned action, including legislation, policies or programmes, in all areas and at all levels. It is a strategy for making women’s as well as men’s concerns and experiences an integral dimension of the design, implementation, monitoring and evaluation of policies and programmes in all political, economic and societal spheres so that women and men benefit equally and inequality is not perpetuated. The ultimate goal is to achieve gender equality.
- 49. Gender Equity process of being fair to men and women. To ensure fairness, measures must often be put in place to compensate for the historical and social disadvantages that prevent women and men from operating on a level playing field. Equity is a means. Equality and equitable outcomes are the results.
- 50. Gender Equality women and men have equal conditions for realizing their full human rights and for contributing to, and benefiting from, economic, social, cultural and political development.
- 51. Gender equality is therefore the equal valuing by society of the similarities and the differences of men and women, and the roles they play. It is based on women and men being full partners in their home, their community and their society.
- 53. Equity is a means. Equality and equitable outcomes are the results.
- 55. 1.Did this workshop provide you with new insights and ideas, and did it help you modify your existing views on gender? 1.Did it help you to approach gender equality in a different manner? 1.Did the methodology of the workshop help you to learn?
- 56. 4. Did the methodology help you assess your organization / work unit’s performance concerning HR/gender issues? 4. Did the methodology help you to see how your HR work methods concerning gender issues could be changed? 4. What exercises in the workshop helped you to achieve some of the above-mentioned effects.
- 57. Credits •All images were taken from the internet via Safari •UNESCO’s Gender Mainstreaming Implementation Framework •18th ASEAN Conference on Civil Service Matters Training on Gender Mainstreaming in HR Policies, Systems and Processes April 20-24,2015
Editor's Notes
- Context and Strategy: Pairs discuss a trait that is not known about the person. In plenary, partners introduce each other and state the trait that is not generally known about the person.. Learning Objective: to get to know participants better Materials: none
- Expectations Context and Strategy: Card storming. Participants are each given a meta card to write their key expectation of the workshop. Objective: to identify realistic expectations so the workshop can be fine-tuned to participant needs. Facilitators will also acknowledge unrealistic expectations and record them on a poster entitled ‘parking lot’. The ‘parking lot’ will be posted throughout the workshop. All issues beyond the scope of the workshop will be added as they arise. At the end of the workshop, participants will propose how to deal with parking lot issues. Materials: meta cards/markers
- What thoughts came to mind, while you were doing the exercise? Was it easy or difficult? Why?
- List a characteristic that you can think of under WOMEN/MEN Insights on the Introductory Exercise What thoughts came to mind, while you were doing the exercise? Was it easy or difficult? Why?
- Sex refers to the natural distinguishing variable based on biological characteristics of being a woman or a man. It refers to physical attributes pertaining to a person's body contours, features, genitals, hormones, genes, chromosomes and reproductive organs. Sex describes the biological differences between men and women, which are universal and determined at birth.
- Gender refers to roles, attitudes and values assigned by culture and society to women and men. These roles, attitudes and values define the behaviors of women and men and the relationship between them. They are created and maintained by social institutions such as families, governments, communities, schools, churches and media. Because of gender, certain roles, traits and characteristics are assigned or ascribed distinctly and strictly to women or to men. Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). These roles and expectations are learned. They can change over time and they vary within and between cultures. The concept of gender is vital because it facilitates gender analysis revealing how women’s subordination is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever. It is gender which creates inequality between men and women. It is society that decides that man is powerful and that woman is powerless. Nature does not create inequalities. Unconsciously, people live their lives without questioning these differences. They accept, repeat and perpetuate them. Questioning these differences will help initiate change. Because gender is social, created by all of us, we can change it if we want to by creating new definitions of men and women. We can create a society where being a girl does not mean being inferior or weak and being a boy does not mean being harsh or dominant. If we so desire we can create a society where roles, responsibilities, qualities and behavior patterns are not determined and imposed by gender. A society where everyone has the right and freedom to choose roles, develop talents and to lead a life of one’s choice.
- Gender sensitivity is often used to mean the same as gender awareness. But it is actually the beginning of gender awareness, which is more analytical and critical, questions gender disparities, and motivates one toward actions to address gender issues.
- Exploring Gender Terms – Gallery Walk Context and Strategy: Small groups move from location to location and write definitions of the gender terms posted there. Terms: sex, gender, gender analysis, sex-disaggregated data, gender equality, gender equity, gender division of labour, women in development, gender and development, practical needs and strategic interests. The process is designed to allow safe learning and sharing. Facilitators and participants move to each location for feedback. All participants are encouraged to use graphics as well as words to explain the gender terms. Facilitators share simply drawings/graphics during the feedback session. This session is slated at the front of the workshop to increase participants’ accurate understanding and confidence in using gender terms. Learning Objective: to gain a clear understanding of gender terms and of how important it is to express gender concepts is simple, everyday ways.
- **UNESCO’s Gender Mainstreaming Implementation Framework
- Gender Analysis is the collection and analysis of sex-disaggregated information. Men and women both perform different roles. This leads to women and men having different experience, knowledge, talents and needs. Gender analysis explores these differences so policies, programmes and projects can identify and meet the different needs of men and women. Gender analysis also facilitates the strategic use of distinct knowledge and skills possessed by women and men. **UNESCO’s Gender Mainstreaming Implementation Framework
- Multiple discrimination Multiple burden Subordination Marginalization GENDER ISSUES - ESSAY TOPICS 1. To what extent has the traditional male role changed in the last 20 years? 2. Many people believe that women make better parents than men and that this is why they have the greater role in raising children in most societies. Others claim that men are just as good as women at parenting Write an essay expressing your point of view. Give reasons for your answer.
- Reproductive roles: Refer to the activities needed to ensure the reproduction of society's labour force. This includes child bearing, rearing, and care for family members such as children, elderly and workers. These tasks are done mostly by women. Reproductive Work: This work involves all the tasks associated with supporting and servicing the current and future workforce – those who undertake or will undertake productive work. It includes child-bearing and nurture, but is not limited to these tasks. It has increasingly been referred to as “social reproduction” to indicate the broader scope of the term than the activities associated with biological reproduction. Socially reproductive activities include childcare, food preparation, care for the sick, socialisation of the young, attention to ritual and cultural activities through which the society’s work ethic is transmitted, and the community sharing and support which is essential to the survival of economic stress. The fact that reproductive work is the essential basis of productive work is the principal argument for the economic importance of reproductive work, even though most of it is unpaid, and therefore unrecorded in national accounts. Women and girls are mainly responsible for this work which is usually unpaid. The intersection of peoples’ productive and reproductive responsibilities with policy priorities, which has repercussions at all levels of an economy and society, is the principal focus of a gender analysis. (Source: Gender Mainstreaming Learning & Information Packs prepared by the United Nations Development Programme -UNDP)
- Productive roles: Refer to the activities carried out be men and women in order to produce goods and services either for sale, exchange, or to meet the subsistence needs of the family. For example in agriculture, productive activities include plating, animal husbandry and gardening that refers to farmers themselves, or for other people at employees.
- Practical Needs are immediate, material daily needs such as water, shelter and food. Practical Gender Needs: Needs identified by women within their socially constructed roles in society. Although they often arise from gendered divisions of labour and women's subordinate position in society, practical gender needs do not challenge these norms. Practical gender needs are a response to an immediate perceived necessity identified within a specific context, such as access to clean water or adequate housing. They are practical in nature and often concern inadequaciesinlivingconditions.(SeealsoStrategicGenderInterests) (Source: United Nations International Research and Training Institute for the Advancement of Women http://un- instraw.org)
- Strategic (Gender) Interests. Interventions addressing strategic gender interests focus on fundamental issues related to women’s (or, less often, men’s) subordination and gender inequities. Strategic gender interests are long-term, usually not material, and are often related to structural changes in society regarding women’s status and equity. They include legislation for equal rights, reproductive choice, and increased participation in decision-making. The notion of “strategic gender needs”, first coined in 1985 by Maxine Molyneux, helped develop gender planning and policy development tools, such as the Moser Framework, which are currently being used by development institutions around the world. Last updated April 2003UNESCO’s Gender Mainstreaming Implementation Framework Strategic Gender Interests: Needs and interests identified by women that arise from their subordinate position in society. Strategic interests vary according to context, are related to gendered divisions of labour, power and control, and may include such issues as legal rights, domestic violence, equal wages, access to contraception, etc. Strategic gender interests question women’s socially constructed role, demanding greater equality and a change in existing roles. (See also Practical Gender Needs) (Source: United Nations International Research and Training Institute for the Advancement of Women http://un- instraw.org)
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- Gender-blind policies: Policies that are gender-blind fail to distinguish between the different needs of women and men in their formulation and implementation. Thus, such policies are biased in favor of existing gender relations and therefore are likely to exclude women or exacerbate existing inequalities between women and men.
- Click title for Video on Women as Agents of Change Empowerment of women The empowerment of women concerns women gaining power and control over their own lives. It involves awareness-raising, building self-confidence, expansion of choices, increased access to and control over resources and actions to transform the structures and institutions which reinforce and perpetuate gender discrimination and inequality. The process of empowerment is as important as the goal. Empowerment comes from within; women empower themselves. Inputs to promote the empowerment of women should facilitate women’s articulation of their needs and priorities and a more active role in promoting these interests and needs. Empowerment of women cannot be achieved in a vacuum; men must be brought along in the process of change. Empowerment should not be seen as a zero-sum game where gains for women automatically imply losses for men. Increasing women’s power in empowerment strategies does not refer to power over, or controlling forms of power, but rather to alternative forms of power: power to; power with and power from within which focus on utilizing individual and collective strengths to work towards common goals without coercion or domination
- Click to show video on Men Move A “men and masculinities” approach to promoting equality between the sexes focuses on how to address the male side of gender equality including the ways gender roles and stereotypes affect men and boys’ identities, behaviours and expected roles and responsibilities.
- Women in Development (WID) The WID approach aims to integrate women into the existing development process by targeting them, often in women-specific activities. Women are usually passive recipients in WID projects, which often emphasize making women more efficient producers and increasing their income. Although many WID projects have improved health, income or resources in the short term, because they did not transform unequal relationships, a significant number were not sustainable. A common shortcoming of WID projects is that they do not consider women’s multiple roles or that they miscalculate the elasticity of women’s time and labour. Another, is that such projects tend to by blind to men’s roles and responsibilities in women’s (dis)empowerment. The biggest difference between WID and GAD is that WID projects traditionally were not grounded in a comprehensive gender analysis. The GAD approach is gender-analysis driven. There is definitely a need for women-specific and men-specific interventions at times. These complement gender initiatives. Research shows that the success of both sex- specific and gender activities is directly linked with the depth of the gender analysis that informs them. Gender and Development (GAD) The GAD approach focuses on intervening to address unequal gender relations which prevent inequitable development and which often lock women out of full participation. GAD seeks to have both women and men participate, make decisions and share benefits. This approach often aims at meeting practical needs as well as promoting strategic interests. A successful GAD approach requires sustained long-term commitment. **UNESCO’s Gender Mainstreaming Implementation Framework
- Gender and Development (GAD) The GAD approach focuses on intervening to address unequal gender relations which prevent inequitable development and which often lock women out of full participation. GAD seeks to have both women and men participate, make decisions and share benefits. This approach often aims at meeting practical needs as well as promoting strategic interests. A successful GAD approach requires sustained long-term commitment. **UNESCO’s Gender Mainstreaming Implementation Framework
- LGBTQ- an acronym for “Lesbian, Gay, Bisexual, Transgender, Transsexual, Two Spirit, Queer and Questioning” people. (Egale) Transexual- a person whose sex assigned at birth does not correspond with their gender identity. A transsexual woman needs to live and experience life as a woman and a transsexual man needs to live and experience life as a man. Some transsexual people may physically alter their body (e.g., sex reassignment surgery and/or hormone therapy) and gender expression to correspond with their gender identity. Many identify as transgender, rather than transsexual, because they are uncomfortable with the psychiatric origins of the term ‘transsexual’. (Egale)
- What is the ASEAN SOGIE Caucus? The ASEAN SOGIE Caucus is a network of diverse human rights activists in Southeast Asia that aims for the inclusion of SOGIE (sexual orientation, gender identity and expression) in the ASEAN Human Rights Mechanisms in order to promote and protect the human rights of people regardless of SOGIE in the Southeast Asian region. The ASC is composed of group of activists from the ten ASEAN countries (Cambodia, Thailand, Philippines, Singapore, Malaysia, Vietnam, Laos, Myanmar, Brunei and Indonesia) that are focused in doing human rights work based on sexual orientation, gender identity and gender expression (SOGIE) in relation to the ASEAN Human Rights Mechanisms.
- Click SH to show video- unwelcome Committed by an employer, employee, manager, supervisor, agent of the employer, teacher, instructor, professor, coach, trainer, or any other person who, having authority, influence or moral ascendancy over another in a work or training or education environment, demands, requests or otherwise requires any sexual favor from the other, regardless of whether the demand, request or requirement for submission is accepted by the object of said act. Sexual harassment: Sexual harassment is a form of sexual violence. The term refers to one- sided, unwanted and unwelcome behaviour where sexuality and/or varied cultural constructions of sexuality are used as the means to oppress and position people and to produce or maintain vulnerability among them. Sexual harassment is often divided into two types: quid pro quo harassment and hostile environment harassment. The difference between these two types of harassment is that in quid pro quo harassment sex is provided in exchange for things such as employment or educational benefit – job promotion or good grades, for example – or the avoidance of some detriment. Hostile environment harassment means sexual harassment that creates an intimidating, hostile or offensive environment generally for a whole group of people - such as women, young women, some ethnic group of women or some groups of men, to mention a few. The forms of sexual harassment are usually divided into three different types: (1) verbal: e.g. remarks about figure/looks, sexual and sexist jokes, verbal sexual advances, comments that implicate stereotypic and discriminative attitudes; (2) non-verbal and/or visual: e.g. staring at someone and whistling; and (3) physical: acts from unsolicited physical contact to assaults and rape. (Source: APROPOS - Multisectoral and Multidisciplinary Professional Specialization Programme and Network for Violence prevention)
- Click title for video on glass ceiling A glass ceiling is a political term used to describe "the unseen, yet unbreachable barrier that keeps minorities and women from rising to the upper rungs of the corporate ladder, regardless of their qualifications or achievements."[1] Wikipedia an intangible barrier within a hierarchy that prevents women or minorities from obtaining upper-level positions. MerriamWebster Dictionary Glass ceiling The ‘glass ceiling’ is a metaphor which describes the existence of vertical sex segregation in organisations (Guy, 1994). The term has been variously described as a transparent career barrier that keeps women from rising above a certain level in organisations (Morrison, White and Van Velsor, 1987), or an artificial career barrier based on attitudinal or organisational bias that prevents qualified individuals from advancing upward in the organisation and from reaching their full potential (United States Department of Labor, 1991). "The idea of running to be president as a woman was such a leap of faith, and although some women had tried it in the past, nobody had gotten very far," says Clinton. I was so conscious of the historic burden that I was facing Hillary Clinton "I was the first woman to win any primary, and then went on to win a number of them and got almost more than 18 million votes.” When Obama won the nomination, Clinton finally spoke out about the historical significance of ultimately seeing a woman at the White House in her 2008 concession speech: "Although we weren't able to shatter that highest, hardest glass ceiling this time, thanks to you, it's got about 18 million cracks in it."
- The glass ceiling The term ‘glass ceiling’ was originally coined in an article written by Carol Hymowitz and Timothy Schellhardt on the 24 March 1986 edition of the Wall Street Journal. The piece referred to the invisible barriers that impede the career advancement of women in the American workforce. The issues for women The traditional woman preferred to stay at home and look after the family. However, the present economic environment, coupled with expectations of higher living standards, has resulted in an increasing number of women seeking jobs to earn a living. Women in general have two main issues: 1. Balancing work and family 2. Being recognised at work in a managerial capacity in a male dominated industry The dual role of career woman and wife and mother means juggling two to three roles in a day. McKinsey’s report on ‘Women Matter’, highlights this as the ‘double burden syndrome’. Today’s careers are not restricted to nine to five. Occasionally, you’re required to attend meetings, seminars and cocktails well past traditional work hours. Guilt creeps in when you have to leave home for a long time. We wonder - is this worth it? Do we miss seeing our children growing up? Neither are we satisfied just being housewives. The years spent on higher education are not put to full use. One cannot afford to take a career break, as there may not be suitable job opportunities when you want to want to rejoin. Knowledge also changes rapidly. There is a risk of becoming obsolete if you take a career break. How should we strike a balance between work and family? Good time management is essential, and family support is a bonus. Organising the day and giving priority to the most important tasks is a must. Devote ‘quality time‘ to your family. The Asian woman is fortunate to have the immediate family - parents and in-laws - to support her in looking after the kids while she is at work. How can you stand out from the crowd in the workplace? Working hard and putting in long hours is not the only way to advance your career. Build a good reputation in your company, take up challenging assignments, and pursue higher education to become a rising star. Showing your skills set In today’s context, soft skills (for example good PR and communication skills) are becoming more and more important than paper qualifications. Women need to portray an image of confidence to their superiors and colleagues. Leadership skills needs to be developed. Ensure you have a vision with a clear strategy, the ability to inspire and lead your team, and an awareness of when to show empathy. You need not be a ‘yes’ person to your seniors, but disagreement needs to be conveyed in a polite manner. Always uphold your integrity and values. Manohari Abeyesekera is a fellow of the Chartered Institute of Management Accountants, and of the Institute of Chartered Accountants of Sri Lanka (FCA)
- Sticky floors This metaphor describes how some jobs prevent women (and some men) from moving out of certain positions (Laabs, 1993). It refers to the largely invisible, unglamorous and low-level jobs in organisations which are essential to their smooth functioning, and which are predominantly occupied by women. Examples include clerical staff, stenographers and data entry operators. Referring to the American situation, Laabs (1993) defines ‘sticky-floor’ employees as administrative-support workers, para-professionals (female dominated) and service-maintenance workers (male dominated). Usually low-paying, these jobs offer little occupational prestige, and have only limited opportunity for promotion. Once a woman is labelled as having a ‘sticky floor’ job, her ability to handle higher level jobs is questioned (Guy, 1994). Although Affirmative Action and equal opportunity were, in part, introduced to help remove this type of career barrier, many women find themselves in this situation either through inclination or stereotyping. Because of the ‘sticky floor’ phenomenon, many women never experience either ‘glass walls’ or ‘glass ceilings’. Sticky Floor is defined as “The situation where identical men and women might be appointed to the same scale or ranks, but the women are appointed at the bottom and men further up the scale”. The gaps widen at the bottom of the wage distribution (Erk et al., 2006). Sticky Floor also refers to the horizontal discrimination against women, which means that females are discriminated in appointment, trainings and assignments.
- Gender Equity is the process of allocating resources, programs, and decision making fairly to both males and females without any discrimination on the basis of sex…and addressing any imbalances in the benefits available to males and females. Equality vs. Equity In contrast to equity, gender equality is the process of allocating resources, programs and decision making so that males and females have the same (therefore females and males would each receive 50% of the resources, facilities, and each have access to the same programs, e.g. if there was a male program, there would also be a female program). While the goal of treating everyone the same may seem noble, the principle of equal treatment tends to ignore the fact that people differ in their capacities, interests, resources and experiences. Equality focuses on creating the same starting line for everyone. Equity has the goal of providing everyone with the full range of opportunities and benefits – the same finish line. CAAWS In the gender literature, we often come across two concepts: ‘gender equality' and ‘gender equity'. They are sometimes used interchangeably, but they do not quite refer to the same thing. We shall briefly explain the difference between them. • "Gender equality requires equal enjoyment by women and men of socially-valued goods, opportunities, resources and rewards." (http://web.unfpa.org/gender/resources3.htm#2 ) In other words, gender equality refers to equal access to social goods, services and resources and equal opportunities in all spheres of life for both men and women. When there is gender inequality, it is women that are more likely to be disadvantaged and marginalised; but we should not ignore the negative impact that gender inequality can have on men as well. For example, societal norms regarding the appropriate behaviour for men tend to put them under pressure as regards the need to provide materially for their family, and also deny them opportunities of being more nurturing towards their children and wife. Therefore gender equality is the concern of all and changes must be brought about for both men and women. However, this is not to say that men and women are equally affected by gender inequality. It remains true that women have the greater share of disadvantages. However, gender equality, as defined above, does not often result in equal outcomes for men and women. Being given the same chances in life is not sufficient to bring about true equality. Women and men have different needs and experiences and accommodation should be made for these differences. For example, giving boys and girls equal access to all the courses offered in a school may not result in girls taking advantage of this opportunity if some courses are predominantly filled with male students and have only male teachers. There is still the unfortunate tendency to consider male norms as a measure for women's position. Providing women and men with the same opportunities is the first step; but for true gender equality to be achieved there is a need for gender equity. • "Gender equity is the process of being fair to women and men." (UNFPA) Women and men should not only be given equal access to resources and equal opportunities, but they should also be given the means of benefiting from this equality. This is where the concept of ‘gender equity' comes into play. Gender equity implies fairness in the way women and men are treated. The different life experiences and needs of men and women are taken into consideration and compensation is made for women's historical and social disadvantages. The lower status of women in society often constitutes a handicap and provisions should be made to redress this inequality before they can take advantage of the opportunities provided. Gender equity thus serves to level the playing field and empower women. Therefore, we can say that equity is essential to achieve true equality.
- **UNESCO’s Gender Mainstreaming Implementation Framework According to the ILO the term refers to “the enjoyment of equal rights, opportunities and treatment by men and women and by boys and girls in all spheres of life”.