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Promoting gender equality, it seems that you like this template, promoting gender equality presentation, free google slides theme, powerpoint template, and canva presentation template.

Gender inequality has plagued our society for far too long. It's time to put a stop to this and promote equality. The fight for gender equality is not about giving women an advantage over men, but rather creating equal opportunities and treatment for everyone regardless of gender. Are you in? Try our template in order to give a presentation that will please your audience. It comes with pastel colors, several pictures and a good variety of resources (especially infographics). It only needs your own content!

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Progress on the Sustainable Development Goals: The gender snapshot 2022

Publication year: 2022.

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The latest available Sustainable Development Goal (SDG) 5 data show that the world is not on track to achieve gender equality by 2030.

COVID-19 and the backlash against women’s sexual and reproductive health and rights are further diminishing the outlook for gender equality. Violence against women remains high; global health, climate, and humanitarian crises have further increased risks of violence, especially for the most vulnerable women and girls; and women feel more unsafe than they did before the pandemic. Women’s representation in positions of power and decision-making remains below parity. Only 47 per cent of data required to track progress on SDG 5 are currently available, rendering women and girls effectively invisible.

Nearly halfway to the 2030 endpoint for the SDGs, the time to act and invest in women and girls is now.

“Progress on the Sustainable Development Goals: The gender snapshot 2022” presents the latest evidence on gender equality across all 17 Goals , calling out the long road ahead to achieve gender equality. It emphasizes the interlinkages among the goals, the pivotal force gender equality plays in driving progress across the SDGs, and women and girls’ central role in leading the way forward.

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• Publication (PDF, 460KB)
• Data sheets (Excel, 4.5MB)
• References and notes (PDF, 259KB)
• Version in Spanish
• Version in French

Progress on the Sustainable Development Goals: The gender snapshot 2023

Progress on the sustainable development goals: the gender snapshot 2021, progress on the sustainable development goals: the gender snapshot 2020.

• Progress on the Sustainable Development Goals: The gender snapshot 2019

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Gender Equality - PowerPoint Presentation

Subject: Understanding the world

Age range: 6 - 9

Resource type: Visual aid/Display

Last updated

15 August 2023

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This PowerPoint presentation is an ideal tool to effortlessly introduce the concepts of gender equality and inequality. It provides a comprehensive exploration for children, enabling them to better understand their own identities and establish meaningful connections with those around them. Additionally, it promotes the development of vital attributes such as self-confidence, well-being, peer acceptance, and social support.

This presentation serves as an invaluable resource for helping children grasp the significance of gender differences and recognizing that boys and girls are equal in terms of rights, skills, opportunities, and more.

Children will gain an understanding that gender equality is rooted in empathy and mutual respect for one another.

By delving into the firsthand experiences of individuals from different genders, boys, and girls are more likely to demonstrate respect towards individuals with diverse gender identities.

Let us remember that if we aspire to teach gender equality effectively, we must take a step back and carefully consider the messages we convey to our children on a daily basis.

This resource includes:

• Slide 1: What is Gender?
• Slide 2: What is Gender Equality?
• Slide 3: Boys and Girls Should Be Treated Equally
• Slide 4: And… What is Gender Inequality?
• Slide 5: Gender Inequality…
• Slide 6: Gender Inequality is also Discrimination
• Slide 7: Boys and Girls are Similar…
• Slide 8: Boys and Girls are Different…
• Slide 9: Gender Roles Stereotypes
• Slide 10: Gender Equality is Important Because…
• Slide 11: Gender Equality Practice
• Slide 12: We have learned about, Gender Equality
• Google Slides

"----------------------------- ★ Download more versions:

• Download the Spanish Version

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"----------------------------- ★ Related resources:

• Gender Equality Activity
• Gender Equality Bracelets Craft

Enjoy Teaching Gender Equality in Your Class!

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Gender Equality - PowerPoint Presentation BUNDLE

This resource includes an English and Spanish version of Gender Equality - PowerPoint Presentation. These are perfect for your bilingual or dual-language classroom. This PowerPoint presentation is an ideal tool to effortlessly introduce the concepts of gender equality and inequality. It provides a comprehensive exploration for children, enabling them to better understand their own identities and establish meaningful connections with those around them. Additionally, it promotes the development of vital attributes such as self-confidence, well-being, peer acceptance, and social support. This presentation serves as an invaluable resource for helping children grasp the significance of gender differences and recognizing that boys and girls are equal in terms of rights, skills, opportunities, and more. Children will gain an understanding that gender equality is rooted in empathy and mutual respect for one another. By delving into the firsthand experiences of individuals from different genders, boys, and girls are more likely to demonstrate respect towards individuals with diverse gender identities. The two resources I am including in this bundle are sold separately. Below is the list of what you will receive. You can click on each link to read a detailed description of each product. >> **This resource includes:** * Slide 1: What is Gender? (English and Spanish Version) * Slide 2: What is Gender Equality? (English and Spanish Version) * Slide 3: Boys and Girls Should Be Treated Equally (English and Spanish Version) * Slide 4: And... What is Gender Inequality? (English and Spanish Version) * Slide 5: Gender Inequality... (English and Spanish Version) * Slide 6: Gender Inequality is also Discrimination (English and Spanish Version) * Slide 7: Boys and Girls are Similar...(English and Spanish Version) * Slide 8: Boys and Girls are Different...(English and Spanish Version) * Slide 9: Gender Roles Stereotypes (English and Spanish Version) * Slide 10: Gender Equality is Important Because… (English and Spanish Version) * Slide 11: Gender Equality Practice (English and Spanish Version) * Slide 12: We have learned about, Gender Equality (English and Spanish Version) >> >> *Enjoy Teaching Gender Equality in Your Class!*

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ladykirpert

I have downloaded this resource which is designed to encourage younger children to think about gender equality and steroetyping. It is full of gender stereotyping!!! The girls all wear dresses in varying shades of pink with bows and pigtails in their hair - what message does this send? I am not at all impressed with this!!??

Hi Ladykirpert, We respect your point of view, we know that every teacher has their unique opinion and we hope you understand that these resources are not custom-made. For this reason, our philosophy is to offer a 100% complete preview, to help the teacher make a purchase with all the necessary information. Regarding the colors, this activity seeks to go beyond these superficial aspects, since this is precisely where ideas such as exclusion and racism are born. We work very hard to create each activity, even so, we know that we can make mistakes and we are open to receive comments, so we provide a contact email, in the resource, so that people can let us know their opinion in a collaborative way and so we can all learn and improve. For these reasons, we ask you to remove this comment and score, especially because at all times we have offered the necessary information to make the assessment before buying the item. We hope you understand the great effort it means for us to show 100% of the content, but we do it precisely so that teachers have complete freedom to assess whether the item fits your personal opinion and avoid situations like this. Best regards and thank you in advance for your collaboration.

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Gender Equality Powerpoint Template

Gender Equality

Transcript: Gender Equality 11D Nono Sun Work Kids 20% of the leaders are woman Thank you :D Husband's Parents What stop women to reach the top? Husband CHANGE MLA OR Woman X Sandburg, Sheryl. "Sheryl Sandberg: Why We Have Too Few Women Leaders." TED: Ideas worth Spreading. Ted, n.d. Web. 30 Oct. 2012.

Transcript: single childless women ages 22 to 30 in the majority of large U.S. cities now have a higher median income than their male peers. Women make up 15 percent of the active-duty force today, and over 230,000 have engaged in combat operations in Iraq and Afghanistan. Saudi Arabia- Women are not allowed to Drive or ride bikes, and men are not allowed to drive women they’re not closely related to US Military In many areas of Afghanistan, girls are often taken out of school when they hit pube http://www.time.com/time/magazine/article/0,9171,2109140-2,00.html the wage gap persists: women working full time earn a median wage that is 81% of what men make. Gender Inequality Today in 1969, few positions were open to women. No woman could have command authority over men, nor could she serve on any Navy craft, except hospital ships and some transport ships. Read more: http://www.post-gazette.com/stories/news/us/full-gender-equality-still-an-issue-for-the-military-414646/#ixzz28rL7UQeU Gender Equality women today make up almost 60% of U.S. college students and earn the majority of doctorates and master's degrees. China’s one child policy has heightened the disdain for female infants; abortion, neglect, abandonment, and infanticide have been known to occur to female infants. Similarly, the number of girls born and surviving in India is significantly less compared with the number of boys, due to the disproportionate numbers of female fetuses being aborted and baby girls deliberately neglected and left to die. 950:1000 = Normal ratio, some areas are closer to 300:1000 In Iraq, Libya, Jordan, Morocco, Oman and Yemen, married women must have their husband’s written permission to travel abroad, and they may be prevented from doing so for any reason. 1 in 3 women in the U.S. military is raped by another service member. permissive culture allows assault cases to go unnoticed and perpetrators unpunished and has encouraged the continuation of inappropriate behavior. http://www.psmag.com/culture/military-gender-roles-still-thorny-problem-30079/ In 2001 a militant group called Lashkar-e-Jabar demanded that Muslim women in Kashmir wear burqas, head to toe garments that cover their clothes, or risk being attacked. Men threw acid in the faces of two women for not covering up in public Gender Inequalities in the World

Transcript: History Terminology/Definitions Laws The Classroom Support Organizations 1880 1910 1980 In fulfilling obligations to students, the North Dakota educator: 1. Shall not, without just cause, deny the student access to varying points of view; 2. Shall not intentionally suppress or distort subject matter relevant to a student’s academic program; 3. Shall protect the student from conditions detrimental to learning or to physiological or psychological well-being; 4. Shall not engage in physical abuse of a student or sexual conduct with a student and shall report to the education standards and practices board knowledge of such an act by an educator; 5. Shall not harass, discriminate against, or grant a discriminatory advantage to a student on the grounds of race, color, creed, sex, national origin, marital status, political or religious beliefs, physical or mental conditions, family, social, or cultural background, or sexual orientation; shall make reasonable effort to assure that a student is protected from harassment or discrimination on these grounds; and may not engage in a course of conduct that would encourage a reasonable student to develop a prejudice on these grounds; 6. Shall not use professional relationships with a student for personal advantage or gain; 7. Shall disclose confidential information about individuals, in accordance with state and federal laws, only when a compelling professional purpose is served or when required by law; and, 8. Shall accord just and equitable treatment to all students as they exercise their educational rights and responsibilities. English -Tennessee Williams -Edward Albee -Truman Capote -John Ashbery -Essex Hemphill -William S. Burroughs -Rita Mae Brown -James Baldwin -Allen Ginsberg -Lillian Faderman -Harriet Beecher Stowe Local and National Support Organizations Gay Straight Alliance (GSA) Network - A youth leadership organization that connects school-based GSAs to each other and community resources. Safe Zone Ally Training - Available for free on Blackboard for all NDSU students and faculty. PFLAG - National organization with local chapters that promote the health and well-being of LGBTQ persons, their families and friends through support, education and advocacy. Pride Collective and Community Center - works to support the LGBTQ community of the FM area. They provide resouces and meeting space for many local groups. F-m Pride - Organize annual pride celebrations every year and involve many area groups. ACLU - Describes state and federal rights in a handy pamphlet. Available at:http://www.aclu.org/files/images/asset_upload_file781_33764.pdf Ally The Stonewall Riot Maybe a little maddening? Recently, people have moved to putting the "L" at the front of the acronym, most often spelt GLBTQA, as a way of addressing multiple areas of oppression that lesbians face as both women and homosexuals. Virginia Military Instutite 1996 An individual (male or female) who is attracted sexually and emotionally to both males and females Gay Liberation Day B Queer: Used by some within the LGBT community to refer to a person who is lesbian, gay, bisexual, or transgender, or someone who is supportive of LGBT issues. This term is often as much a political statement as a label. Those who use the term feel it is more inclusive, allowing for the variety in race, class, ability, age, and gender that is present in LGBT communities. Some are offended by this word and view it as a pejorative. Politics -Harvey Milk -Gore Vidal -Roy Cohn -Barney Frank -Gerry Studds -Jane Addams -Eleanor Roosevelt * Have a good understanding of sexual orientation and be comfortable with your own. The Stonewall Inn, circa 1969 Greenwich Village, NYC Gay According to the Gay, Lesbian and Straight Education Network 2007 National School Climate Survey of more than 6,000 students... • Nearly 9 out of 10 LGBT youth reported being verbally harassed at school in the past year because of their sexual orientation • Nearly half (44.1 percent) reported being physically harassed • About a quarter (22.1 percent) reported being physically assaulted. • Nearly two-thirds (60.8 percent) who experienced harassment or assault never reported the incident to the school • Of those who did report the incident, nearly one-third (31.1 percent) said the school staff did nothing in response On average students heard anti-gay epithets 25 times a day, and teachers failed to respond to these comments 97% of the time. Gay and lesbian youth are two to three times more likely to commit suicide than other youths, and 30 percent of all completed youth suicides are related to the issue of sexual identity. -Report to the Secretary's Task Force on Youth Suicide Seneca Falls Convention 1848 * Understand that LGBT people receive the same messages about homosexuality and bisexuality as everyone else. Thus, LGBT people suffer from internalized homophobia and heterosexism. It is important to recognize the risks of coming out and to challenge the internal

Transcript: Gender Equality in the World? Women's Rights History of Gender Equality in the U.S. Gender Equality Gender Equality - Women's Organization - Wanted the right to vote - Susan B. Anthony - Elizabeth Cady Stanton 1900's Reform on -reproductive rights -domestic violence -maternity leave - equal pay -sexual harrassment and violence http://en.wikipedia.org/wiki/Gender_equality http://ippf.org/our-work/what-we-do/gender/what-gender-equality http://en.wikipedia.org/wiki/Gender_equality#History http://en.wikipedia.org/wiki/Nineteenth_Amendment_to_the_United_States_Constitution http://en.wikipedia.org/wiki/Equal_Pay_Act_of_1963 http://money.cnn.com/2013/10/24/news/economy/gender-equality/ http://www.unicef.org/gender/files/Yemen-Gender-Eqaulity-Profile-2011.pdf http://www.npr.org/2013/06/10/189280329/50-years-after-the-equal-pay-act-gender-wage-gap-endures - Women hold 98 out of 535 seats in Congress (18%) -Maternity leave: Only some companies allow women to take 12 weeks off, however pay is not guaranteed. - Unequal pay: It's been fifty years since the Equal Pay Act was signed by JFK and on average women make 77 cents for every dollar a man earns. What is Gender Equality? What is the feminism movement? U.S. is Still Dealing with Gender Equality Issues - Radified August 18th, 1920 - Prohibits any United States citizen from being denied the right to vote on the basis of sex. - The Amendment was drafted and first introduced by Susan B. Anthony and Elizabeth Cady Stanton in 1878. Forty one years later congress submitted it to the states for radification. http://www.theguardian.com/global-development/audio/2011/sep/26/global-development-podcast-gender-equality The 19th Amendment - A woman's testimony is worth half of that of a man's. Sometimes not considered at all. - Nationality rights. - Can request divorce under certain circumstances. - Only custody of children until age 9 for boys and 12 for girls. - Right to inherit, but less than a man. - Customary practice that women need permission from their male guardian for a passport, movement, and cannot travel alone. - No law against domestic violence. - Marital rape is not a crime. - Women can be arrested for being with a man who is not their relative. - Female genital mutilation is legal. - 1 woman in the lower house and 2 in the upper house of parliment. 1960's 1920 Today Yemen Gender equality implies that men and women should receive equal treatment. It does not mean that men and women are the same, but that they have equal value. Bibliography Suffragette / - Feminist movement continued, but has the central issue that women's rights should be the same as men's. - Equal Pay Act of 1963: signed into law by JFK, requiring that men and women in the same workplace are given equal pay for equal work.

Gender equality

Transcript: Single-sex schools? Employment Gender Equality in Canada Government Policy Canada is a world leader in the promotion and protection of women’s rights and gender equality. These issues are central to Canada’s foreign and domestic policies. Canada is committed to the view that gender equality is not only a human rights issue, but is also an essential component of sustainable development, social justice, peace, and security. Universal Declaration of Human Rights (UDHR) and the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW). The UDHR was adopted by the United Nations General Assembly, of which Canada is a member, in 1948. Canada ratified the CEDAW Convention in 1981. Labour force participation of women in Canada in 2005 was around 72%, Women accounted for two-thirds of the 1.3 million increase in the Canadian labour force during the 1990s. Canada has one of the largest wage gaps in the Organisation for Economic Co-operation and Development (OECD) between men and women working full- time. Earning differentials between males and females are slowly narrowing in Canada, although the gap remains at 30%. The differences in occupational choices and the relatively high incidence of part-time work among women relative to men negatively affect their wages. According to Statistics Canada, in 2003, although women are over-represented in certain disciplines, e.g., they constitute over two-thirds of graduates in the humanities, arts, education, health and welfare, they are scarcer in engineering, computer science and other technology-related fields. There were no technological fields in the top three growth disciplines among female university graduates in 2000. Research has also shown that differences in work history and job tenure act to depress women’s earnings. Childcare provision throughout the country is not consistent and higher-income families (in Quebec, notably) are more likely to use child care than low-income families, partially due to insufficient child care places. Education Drop-Out Rates

Transcript: Gender gaps in access to education have narrowed, but differences remain high in university-level education and in developing regions. Girl’s education ratios in primary and secondary ratios have improved worldwide, however the 2005 target was missed, with the largest discrepancies in places like Oceania, sub-Saharan Africa and Western Asia. The percent of women in paid, non-agricultural employment has increased, at a global 41 percent in 2008. It is still as low as 20 percent in Southern Asia, Northern Africa and Western Asia, and 32 per cent in sub-Saharan Africa. Between 1995 and 2010, the percent of women engaged in a parliamentary position increased to 19 percent, but is still far from equal. Gender Equality: A Millennium Goal The UN created this goal in response to a massive disparity between education and employment opportunities between men and women. In 2008, there were 96 girls for every 100 boys enrolled in primary school, and 95 girls for every 100 boys in secondary school in developing regions. This lack of education leads to lack of career opportunity, and creates an even larger gender gap. -In Cambodia, an initiative run by the UN Development Fund for Women, provided training in political campaigning and governing to 919 women candidates. The initiative helped increase the number of women running for office from 16 percent in 2002 to 21 percent in 2007, and the number of women elected rose from 8.5 percent to 15 percent. -The UNDP has increased the percent of women in the political process in Rwanda, where women now make up 56 percent of the Parliament — the world’s highest share. -In Vietnam, UNFPA works with the Vietnam Women’s Union on a microfinance initiative that helps women get credit and training. Participants meet weekly to review loans and learn about household economics, farming and animal husbandry -The UN Educational, Scientific and Cultural Organization (UNESCO) supports teacher training and the development of learning materials that promote gender equality. Why was our goal established? Where we stand today: What accomplishments have been made? The goal was created in the hope that with an increase in female education, this would create opportunities and narrow the divide between man and woman. With education, comes a chance to liberate one’s self, and the UN hopes this opportunity will allow women around the world to advance themselves in society, should they choose to do so. Evidence shows that quality of life improves with education, therefore, with new found opportunities, the UN hopes these women can improve their own condition, and in response, their world. What was the purpose behind the goal? The share of women employed outside of agriculture remains as low as 20 per cent in Southern Asia, Western Asia and Northern Africa. This lack of education restrains many women to agricultural work and to domestic life. The global share of women in parliament continues to rise slowly and reached 19 per cent in 2010, showing that countries are largely governed by men, leading to further gender inequality. What steps have been taken to accomplish this goal? -In Bangladesh, a program has provided money directly to girls and their families to cover tuition and other costs, on the condition that they enroll in secondary school and remain unmarried until the age of 18. By 2005, girls accounted for 56 per cent of secondary school enrolment in the areas covered by the program, compared with 33 per cent in 1991. -In 2005, there were no women in the Kyrgyz Parliament and only one woman in a cabinet position. In 2007, following a nationwide discussion facilitated by the UN Development Programme (UNDP), a 30 per cent gender quota was enshrined in the election code. By 2008, Kyrgyzstan had the highest proportion of women in Parliament (25.6 per cent) and in Government (21 per cent) in Central Asia. - UNDP supports the participation of women in the political process in Rwanda, where women now make up 56 per cent of the Parliament — the world’s highest share.

Transcript: http://image.shutterstock.com/display_pic_with_logo/265489/265489,1243450092,2/stock-vector-cartoon-caveman-dragging-a-cave-woman-31004170.jpg http://gbgm-umc.org/missionstudies/interfaith/images/sym-jainism-210.gif 1993 India ratifies Convention on elimination of all forms of discrimination against women. 1993 Amendment to Constitution requiring 1/3 of elected seats of local governing bodies be reserved for women. 1994 India passes Pre-natal Diagnostic Act. 2001 National policy for the empowerment of women. Written by Kautilya, advisor to Chandragupta A text about administering the kingdom including laws, economic policies, king’s duties, welfare, military, discipline and social duties. Arthashastra books 3 and 4 detail rights of women in marriage, property and work. According to the non-profit organization Children in Need: • Marriage and divorce • Inheritance and jewelry • Duties of a wife • Punishment for both women and men LAWS OF MANU 200 B.C.E. Why are women important? MODERN INDIA HOW CAN INDIA STILL IMPROVE? Attitudes about gender are still strong.Boys are considered better as they earn money and girls are considered a burden because of dowries. The United Nations says over 5 million abortions are performed in India annually. Girls are sent to work instead of school. Wage discrimination. Every 6th infant death is due to gender discrimination. Girls suffer from malnutrition and lack of health care. RELIGIOUS RENAISSANCE HELP OR HINDER? LEADERS OF Mauryan Dynasty 321 – 185 BCE In the Family http://4.bp.blogspot.com/_YdAacBURVXE/SFFxBsdyp4I/AAAAAAAACw8/aihSe79_Ee4/s320/men-of-quality-women-rights.jpg “In childhood a female must be subject to her father, in youth to her husband, when her lord is dead to her sons; a woman must never be independent.” According to the Global Gender Index by the World Economic Forum India does • Well on political empowerment of women • Poorly on health • Poorly on education • Poorly on economic participation Improve Education. According to Children in Need women who are educated: • Marry later • Survive childbirth • Have fewer and healthier children • Ensure their own children complete school • Understand the importance of healthcare and hygiene • Get jobs • Gain status in society http://www.travelphoto.net/a-photo-a-day/wordpress/wp-content/sri-lanka-0037a-500.jpg http://upload.wikimedia.org/wikipedia/commons/3/3b/8marchrallydhaka_%2855%29.JPG People were not happy with caste system as it excluded lower castes from religion rites. Brahmanism was complicated and expensive and was conducted in Sanskrit, which people did not understand. Chandragupta Maura (340-298 BCE) converted to Jainism Practiced Ahimsa (non-violence) against the objections of the Hindu Priests. Chandragupta’s conversion started an acceptance of other religions Ashoka the Great converted to Buddhism out of remorse for the Kalinga War in 264 BCE. Buddhism spread by inscriptions on pillars. Ashoka sent people around the Kingdom to make sure Dhamma was being practiced. People converted because they found it easier to follow and it was in their Pali language of the Kshatriyas. The religions taught that all people are equal. In many societies roles and status depend on the gender of the person. • How has India’s leadership past and present helped or hindered women? • Why are women important? • What is Modern Indian leadership doing for women? • What still needs to be done. 320–-298 BCE Chandragupta Maurya • Founder of Mauryan Empire • Conquered Macedonians and Nanda Dynasty • Considered first unifier of India • Arthashastra written • Converted to Jainism 298-272 BCE Bindusara • Son of Chandragupta the Great • Expanded the empire southwards 273 – 232 BCE-Ashoka the Great • Son of Bindusara • One of India’s greatest emperors • Conquered Kalinga in a bloody battle • Embraced Buddhism • Embraced non-violence (ahimsa) • Edicts of Ashoka • Respect all living things • Everyone is equal • Spread Dhamma (duty and proper behavior) Arthashastra details laws for women on: CHALLENGES STILL FACING LEADERS IN INDIA PROBLEM: Why are women not treated equally to men? http://www.cartoonstock.com/newscartoons/cartoonists/kni/lowres/knin175l.jpg GENDER INEQUALITY http://upload.wikimedia.org/wikipedia/commons/2/28/Chandragupta_Maurya_Empire.gif “Studies show there is a direct link between a country’s attitude toward women and its progress socially and economically. The status of women is central to the health of a society.” The Arthashastra 350 - 283 B.C.E.

Transcript: Gender Equality Everyone "deserves to live in freedom, to have his or her privacy respected and a chance to go as far as their ability and effort will take them - regardless of race, gender, ethnicity or economic circumstances." Christopher Dodd What are Little Girls made of? What are Little boys made of? What are little boys made of? Snips and snails, and puppy dogs tails That's what little boys are made of !" What is Gender??? Gender refers to the social identity of men and women. What makes a Man a Man? What makes a Women a Women? ACCORDING TO SCIENCE.... We all know the difference physically, but what does that have to do with ability and effort in work performance. Discrimination in the Work Place An employment policy or practice that applies to everyone, regardless of sex, can be illegal if it has a negative impact on the employment of people of a certain sex and is not job-related or necessary to the operation of the business. Gender Discrimination Gender discrimination, (also known as sexual discrimination.) is the practice of letting a person's sex unfairly become a factor when deciding who receives a job, promotion, or other employment benefit. It most often affects women who feel they have been unfairly discriminated against in favor of a man. But there have also been cases where males have claimed that reverse discrimination has occurred—that is, the woman received unfairly favorable treatment at the expense of the man. Sexual Harassment Harassment can include “sexual harassment” or unwelcome sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature. Harassment does not have to be of a sexual nature, however, and can include offensive remarks about a person’s sex. For example, it is illegal to harass a woman by making offensive comments about women in general. Both victim and the harasser can be either a woman or a man, and the victim and harasser can be the same sex. Examples of gender discrimination or sexual harassment that would fall under the scope of the act include: An employee who alleges that his or her manager only promotes male employees and keeps females in entry-level positions. An employee who alleges that a manager or other person in power tells jokes or makes statements that are demeaning, insulting, or offensive to women. A manager who asks inappropriate and unnecessary questions about a employee's sex life. A manager who makes it clear, either through his actions or words, that he wants to have sexual relations with a employee. A manager who touches his employees in inappropriate ways without consent. Where esle can gender discrimation occur? Discrimination in Schools Although public schools should provide equal educational opportunities for children of any race, gender or economic status, they often fall short of this ideal. Gender discrimination can occur at school in various levels. For example, the teacher might like girls more than boys or the other way around. Personal preferences do show in professional life also for most of us. Because of gender discrimination children may experience a feeling of low self esteem. What other areas is discrimination showed in schools? Discrimination in Sports There are all kinds of sports today that are national mania and people love watching and participating in sports. BUT... This kind of discrimination starts in the school system itself where girls are not given an opportunity to take part in boy’s sports. There are always boy’s team and girl’s team separately. It is common to see women in tennis, swimming, running, gymnastics, badminton and other activities that are milder. However, there are several sports where there is no trace of women anywhere such as golf, football, baseball. So, this also shows that women are continued to be viewed as weaker sex in some cases. Athletics regulation that comes under the civil rights act does not allow discrimination and it is clearly defined that girls or women can participate in all kinds of sports. Terms to know Feminism is the study of gender with the goal of changing society to make women and men Sexism is the assertion that one sex is innately superior or inferior to the other. The End What are little girls made of? "Sugar and spice and all things nice That's what little girls are made of!" By: Lucinda S. Martinez ~Nursey Rhyme Female Male

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GENDER EQUALITY AND WOMEN EMPOWERMENT

Sep 04, 2014

560 likes | 1.4k Views

GENDER EQUALITY AND WOMEN EMPOWERMENT. Honey Mira Karina Pineda Betina Taylo. Definition of Terms.

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GENDER EQUALITY AND WOMEN EMPOWERMENT Honey Mira Karina Pineda Betina Taylo

Definition of Terms Gender equality- “removing all obstacles to women’s active participation in all spheres of public and private life through an equal share in economic, social, cultural and political decision making” Wage employment- “remuneration by hours worked or items produced, independent of profits or expectations of profits” Non-agricultural sector- “industry and services” Sources: www.unescap.org and www.wikigender.org

To promote gender equality and empower women by 2015 Target 3.A eliminate gender disparity in elementary and secondary education preferably by 2005, but no later than 2015 Indicators: 3.1a ratio of girls to boys in primary education 3.1b ratio of girls to boys in secondary education 3.1c ratio of girls to boys in tertiary education 3.2 share of women in wage employment in the non-agricultural sector 3.3 proportion of seats held by women in national parliament

Indicators 3.1a to 3.1c Target for Indicators 3.1a to 3.1c: 1.0 Performance per region Source: NSCB Progress Report (July 2010)

Indicators 3.1a to 3.1c Source: NSCB Fact Sheet March 19, 2009

Indicators 3.1a to 3.1c Source: NSCB Fact Sheet March 1, 2010

Indicators 3.1a to 3.1c 3.1a ratio of girls to boys in primary education • The number of girls enrolled in primary education either equal to or exceed that of boys • In the years 2005 and 2008, the ratio of girls to boys was 0.99. • It is 0.01 less than the target number 3.1b ratio of girls to boys in secondary education • It has slightly decreased from 2005 to 2008, having gone from a 1.12 to a 1.1 • It is still close to the target number

Why is this good? 3.1a ratio of girls to boys in primary education • More girls are learning necessary skills such as reading, writing, arithmetic, etc. • Their moral foundation is being properly monitored by credible authorities (i.e. teachers) 3.1b ratio of girls to boys in secondary education • More girls tend to delay early marriage • They are more informed on several issues such as their body, their rights, current events, etc. • They have more chances of getting good jobs compared to dropouts or non-students

Indicators 3.1a to 3.1c 3.1c ratio of girls to boys in tertiary education • The results are average • More girls completed their undergraduate studies by 0.5 and their graduate studies by 1.6 in 2009 • There were 3.2 more male graduates than female graduates in 2010 • This shows that many girls had dropped out • In 2005, the general ratio was 1.23 and increased to 1.24 in 2008 • The statistics show that the country is slightly going farther from its goal, which is 1.0

Why is this happening? • Generally, more girls are enrolled in tertiary education because boys tend to drop out in order to start working • This is because of the poor’s mentality that the men of the family have to provide (and that includes sons, normally the eldest son) • Instead of studying college, boys would rather have their younger siblings be educated and at least finish high school • That is why more girls are left in college

Summary of Statistics Ratio of girls to boys in primary education Ratio of girls to boys in secondary education Ratio of girls to boys in tertiary education 2005: 0.99 2008: 0.99 2015: 1.0 Remaining: 0.01 2005: 1.12 2008: 1.09 2015: 1.0 Remaining: -0.09 2005: 1.23 2008: 1.24 2015: 1.0 Remaining: -0.24

Indicator 3.2 Source: NSCB Fact Sheet March 19, 2009

Indicator 3.2 Source: NSCB Fact Sheet March 1, 2010

Indicator 3.2

Indicator 3.2 Source: www.bles.dole.gov.ph/mdg/CHARTS.pptx

Indicator 3.2 • Method of computation: (Number of woman in paid employment in the nonagricultural sector ÷ Total number of people in paid employment in the non‐agricultural sector) × 100 Source: http://www.bles.dole.gov.ph/primers/MDG_May2011.pdf • In 2005, the number was 41.4 • It increased to 41.9 in 2008 • Because of this, the country only needs 8.1 to meet its goal of 50.0 • The number of women in the non-agricultural sector has been increasing over time

Summary of Statistics Share of women in wage employment in the non-agricultural sector 2005: 41.4 2008: 41.9 2015: 50.0 Remaining: 8.1

Why is this good? • This shows that more women are being accepted in industries and services • The idea of the career woman is prevailing • There is a gradual erasure of the “household wife” stereotype • Women can show their talents and skills in different fields • The basis for employment is more on qualifications and capacities rather than gender

Indicator 3.3 Source: NSCB Fact Sheet March 19, 2009 and March 1, 2010

Indicator 3.3 • The statistics depict very depressing results • There are more men than women in politics • The results in 2005 were only 15.3 • On the bright side, it slightly increased to 17.6 in 2007 and 21.0 in 2008 • The country has a long way to go to achieve the target number: 50.0 • This means that women still are not equally represented in politics

Summary of Statistics Proportion of seats held by women in the national parliament 2005: 15.3 2008: 21.0 2015: 50.0 Remaining: 29.0

Why is this happening? • According to TWSA Philippines, “Men are traditionally assumed to be the heads of households and organizations and have dominance over the productive sphere, which is given pre-eminence in society. Women are viewed as the “weaker sex” and their capabilities, whether at home or in the public sphere are not recognized”. • Since women are perceived to be subservient and limited in their homes, the idea of having more women in the government is not as easily acceptable • This is despite the fact that we had two female presidents

Analysis • The Philippines has a generally high probability of achieving the third MDG goal by 2015 • Most of the indicators have positive results (i.e. 3.1a, 3.1b, and 3.2) • The average status of 3.1c and the poor status of 3.3 will not be a hindrance • Moreover, the country is slowly getting rid of its “paternal” or male-headed culture and accepting the ideas of gender equality and women empowerment • President Aquino also focused on his anti-corruption and poverty alleviation campaign instead of promoting gender equality and women empowerment

Plans of the government • President Aquino declared that he will allot at least one-third of the national budget to the completion of the MDGs • According to Florencio Abad, secretary of Budget and Management, “P568.6 billion or about 32 percent of the P1.816 trillion General Appropriations Act (GAA) of 2012 will be allocated to the social services sector…the budget for the Department of Education (DepEd) also increased by 15.2 percent to P238.8 billion this year from last year’s P207.3 billion “.

Plans of the government • Signing of bills such as the “An Act Allowing the Employment of Night Workers, Thereby Repealing Articles 130 and 131 of PD 442, As Amended, Otherwise Known as the Labor Code of the Philippines” • This bill lifts the ban of female night workers • It eliminates gender bias, thus giving women equal employment opportunities as men

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Social, Political, Economic and Environmental Issues That Affect Us All

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Empowering Women for a Green Future: AFPPD Conference Tackles Climate Change and Gender Equality

• by Annam Lodhi ( islamabad )
• Thursday, August 15, 2024
• Inter Press Service

ISLAMABAD, Aug 15 (IPS) - Robust data collection, integrated policies, and an accelerated push towards a green economy with a gender focus topped the agenda at a conference in Islamabad, Pakistan, that brought together policymakers, experts, and advocates from across the Asia-Pacific region.

The conference, with the theme Gender Empowerment for a Green Economy, focused on critical issues at the intersection of gender equality, climate change, and sustainable development. Held on August 12 and 13, 2024, it was convened by the Asian Forum of Parliamentarians on Population and Development (AFPPD).

Participants called for immediate action to empower women and ensure their active participation in sustainable development efforts across the region, especially since the conference coincided with the 30th anniversary of the Cairo Programme of Action from the International Conference on Population and Development (ICPD).

Romina Khurshid Alam, Coordinator to the Prime Minister on Climate Change at the Ministry of Climate Change and Environmental Coordination, set the tone for the event by highlighting Pakistan's ongoing efforts to integrate gender perspectives into national climate policies.

"As parliamentarians, we hold the power to shape policies and laws that can drive gender equality and environmental sustainability. We must advocate for and enact legislation that ensures women have equal access to opportunities in the green economy, whether it be in renewable energy, sustainable agriculture, or ecosystem management," Alam said.

The Secretary General of AFPPD, Dr. Jetn Sirathranont, emphasized that gender equality is not merely a fundamental human right but a crucial element for creating a positive and sustainable society. He noted that traditional stereotypes continue to perpetuate inequalities and stressed the importance of placing women at the center of efforts to develop a more inclusive and sustainable economy.

Toshiko Abe, MP and State Minister of Education, Culture, Sports, Science, and Technology of Japan, emphasized the AFPPD's role. He said the organization plays a crucial role in addressing gender issues, particularly in countries where women's equality is lagging. She commended the collective efforts of Asian countries towards a gendered green economy.

However, Latika Maskey Pradhan, Deputy Representative of UNFPA Pakistan, warned that the full potential of women remains untapped, constrained by social norms, discriminatory practices, and limited access to resources and decision-making spaces.

In an interview with IPS, Pradhan further highlighted three key areas that the UN is focusing on at the grassroots level to change societal mindsets:

• Investing in women's education and skills development: Recognizing the importance of equipping women with the necessary education and skills to thrive in various sectors.
• Reproductive health and rights: Emphasizing that access to reproductive health and rights is integral to achieving gender equality and empowering women.
• Supporting women's entrepreneurship and leadership: Advocating for the economic empowerment of women by providing opportunities for entrepreneurship and leadership roles.

Tabinda Sarosh, interim Chief Executive Officer of Pathfinder International, highlighted the impacts of climate change-related disasters. In 2022, severe flooding in Pakistan resulted in the displacement of 625,000 pregnant women. In a single month, around 70,000 of them gave birth in camps, where delivery conditions are often unsafe.

Gender and Equality Intertwined

The keynote address, delivered by Pakistan's National Assembly Speaker, Sardar Ayaz Sadiq, underscored the importance of the event at the highest levels of government.

"The theme, 'Gender Empowerment for a Green Economy,' is both timely and essential for our collective future. As parliamentarians, we must recognize that gender equality and environmental sustainability are deeply intertwined goals; the success of one depends on the other," Sadiq said.

Fauzia Waqar, Federal Ombudsman Secretariat for Protection Against Harassment (FOSPAH), agreed, saying "Improvement in policies needs to be gender-affirmative, focusing on recruitment, retention, and the provision of basic facilities for women."

Accountability was crucial. "There needs to be a national survey for the well-being of women, but currently, the baseline data is not available," said Saliha Ramay from UNFPA. These insights underscore the need for continued efforts to promote gender equality.

One of the conference's highlights was the session on women's role in global crises, particularly focusing on climate change and security. Parliamentarians from Cambodia and the Maldives, along with representatives from international organizations, shared their perspectives on how women are uniquely positioned to lead in climate action and peacebuilding efforts.

Poverty, Gender and Climate Action

Ly Kimlieng, MP from Cambodia, highlighted the intersection of poverty and gender issues, stating, "Gender-responsive climate action is needed as Cambodia works with agriculture and technology to create solutions and remove gender biases."

Ensuring community involvement was crucial. Lydia Saloucou, President of Pathfinder International's Africa Region, told the conference: "We need to protect our next generation by collaborating with the community and affected populations to find solutions."

Women's role in climate change mitigation, adaptation and agriculture shouldn't be underestimated said Dr. Anara Naeem, MP from the Maldives.

"Women's role is invaluable in climate adaptation, with their crucial involvement in food production and capacity building."

Guncha Annageldieva, YPEER International Coordinator from Turkmenistan, called for integrating sexual and reproductive health into climate discourse, stating, "Investing in sexual and reproductive health within climate action empowers women and prevents future disaster management costs."

Women Key to Sustainable Development

Presentations from Indonesian parliamentarians, youth representatives, and economic experts highlighted the importance of investing in women's economic empowerment as a key driver of sustainable development.

Jasmin Sri Wulan Sutomo, an MP from Indonesia, pointed out the ongoing challenges despite the country's significant economic progress. She noted, "Women's labor participation remains stagnant due to factors like the wage gap, unplanned pregnancies, and old informal labor practices."

Jayaa Jaggi, Advocacy Manager at YPEER Pakistan, highlighted the disparity in Pakistan, noting that the gap for women is vast and young minority women have limited exposure to education and economic opportunities.

A presentation by Durre Nayab from UNFPA & PIDE addressed the demographic dividend and gender perspective through National Transfer Accounts, revealing that "women are more involved in unpaid labor while men predominantly work in the paid economy," stressing the need to recognize women's contributions beyond market-based work.

A crucial session emphasized the need for gender-responsive policies to empower women to address climate change. Policymakers and experts discussed specific risks faced by women and girls, advocating for enhanced investment in women's capabilities and private sector engagement to support a transition to green and blue economies.

Women's Role in Strong Climate Policies Lauded

Dr. AbdelHady El Kasbey, an MP from Egypt, highlighted the importance of women's leadership in environmental policies, stating, "Countries with more women in parliament often see stronger national climate change policies adopted, leading to lower emissions and more equitable governance of natural resources."

He stressed the need for gender-responsive financing, noting that despite billions of dollars invested in environmental issues, "less than 1% of this market aligns with women's empowerment goals."

Mr. Abid Qaiyum Suleri, Executive Director of SDPI, called for gender-segregated data to support gender-responsive policies, emphasizing, "Decision-makers can utilize the power of women as agents of change to adopt pro-environmental practices and turn challenges around for us." He highlighted the need for a credible baseline to empower women to address the effects of climate change.

Climate-Resilient Healthcare Systems

The spotlight then turned to healthcare systems that are both climate-resilient and equitable. Experts presented strategies for ensuring that health systems can withstand the impacts of climate change while providing accessible care to all, particularly women and marginalized communities.

Zeeshan Salahuddin, MP from Tabadlab, highlighted the overlooked impacts of climate-induced events, stressing the importance of integrating climate considerations into national policies. He remarked, "To address these issues, there is a need to strengthen provincial departments, improve climate health financing, and explore climate debt swaps to alleviate financial and climate burdens."

Islamabad Declaration

The conference concluded with the adoption of the Islamabad Declaration, reaffirming the commitment of participating nations and organizations to advancing gender equality, women's empowerment, and climate action. The declaration outlined key commitments, including reaffirming support for the ICPD Programme of Action and the 2030 Agenda for Sustainable Development, acknowledging the severe impacts of climate change on vulnerable countries, and emphasizing the importance of building resilience through investments in emergency preparedness and disaster risk reduction.

As the conference ended, participants left with a renewed sense of urgency and commitment to addressing the interconnected challenges of gender inequality and climate change. The event served as a powerful reminder that empowering women is not just a matter of social justice, but a critical strategy for building a more sustainable and resilient future for all.

Note:  The Asian Population and Development Association (APDA) and the Asian Forum of Parliamentarians on Population and Development (AFPPD) in Pakistan organized the meeting. It was supported by the United Nations Population Fund (UNFPA) and Japan Trust Fund (JTF).

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National Gender Experts to Support the Finalisation of the Country Gender Equality Profile for Nigeria

Advertised on behalf of, type of contract :.

Individual Contract

Starting Date :

Application deadline :.

19-Aug-24 (Midnight New York, USA)

Post Level :

National Consultant

Duration of Initial Contract :

30 Working days

Time left :

Languages required :.

English  

Expected Duration of Assignment :

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

The Government of Nigeria, the African Development Bank (the Bank), and the United Nations Entity for Gender Equality and Women’s Empowerment (UN Women) acknowledge the centrality of gender equality and the empowerment of women to national development. This is reflected in national and international commitments to achieve gender equality goals, as outlined in national socio-economic policies including the National Gender Policy, Sustainable Development Goals (SDGs), CEDAW and Beijing Platform for Action (BPFA). The country is at an important moment in time when preparations for the implementation of the National Development Plan (2021 2026) is underway including gender objectives and concrete steps are being taken towards strengthen its socio-economic response to advance national development priorities while reducing gender gaps. In this regard the government, with the support of AfDB and UN Women, plans to produce a Country Gender Profile (CGP or the Profile). The production of the Profile provides an opportunity to increase national knowledge and analysis on progress and gaps in achieving gender equality, strengthening monitoring systems, and providing evidence to inform strategic policy priorities and upscale gender equitable programming to advance the development agenda going forward.

The draft Country Gender Profile has already been developed, and the partners will work together to finalise it , and work for effective dissemination. The process shall be supported technically and financially by the Bank and UN Women. 

Government shall use the profile to inform ongoing law & policy engagements, supporting decisions and priorities to respond to the current socio-economic context, monitoring achievements and national development planning, upscaling and expanding of existing programmes and development of new initiatives. The profile shall also serve as a reference point and guidance to development partners, civil society, and the private sector. Overall, the profile will assist in accelerating and institutionalising mainstreaming of gender and women empowerment concerns across all sectors and levels, for maximum impact in achieving gender equality and inclusion. It shall serve also as a reference for setting a forward-looking gender equality agenda in line with national, regional, and international norms and standards. 

Duties and Responsibilities

The objective of this assignment is to finalise, format, complete the analysis and update statistical information in the Draft Country Gender Profile into a final document ready for dissemination and publishing, culminating into a Final Country Gender Equality Profile guiding action.

Description of the main tasks to be undertaken by the consultant

The Nigeria Country National Gender Profile should be finalised by combining description of data and information, qualitative analysis and statistical data in a manner that is useful for the planning, programming and action, including the preparation and advocacy of projects, institutions, and legislation that are gender responsive. The specific assignment of the consultant/s will cover the followings:

• To update the statistical analysis and information in the draft report, including statistical data, reference regional and international normative frameworks in undertaking the gender analysis, and global development blueprints such as the Sustainable Development Goals, in particular SDG5. Specifying sources and references, as well as information gaps.
• To finalise the gender analysis of the existing draft gender assessment. To diagnose and identify key sector priorities for Nigeria Country’s national development plan including but not limited to the priorities of the AfDB Country Strategy Paper in the country, The National Development Plan of Nigeria, and the National Gender Policy, as well as the H5 AfDB development priorities energy (clean and fossil, action plan, clean cooking), agriculture, quality of life (water and sanitation, employment and human capital), industrialisation and regional integration as well as transport.
• To analyse progress on institutionalisation of gender architecture and governance according to section 4 of the national development policy, including Gender National Machinery, Sector implementation and gender responsive budgeting, and provide recommendations for the way forward.  The analysis will include national machinery, sectoral ministries gender policies and desks, capacity, budget and coordination in the territory to achieve the objectives of the National Gender Policy and in general the empowerment of women. Finalise the Evaluation of sectoral policies and strategies from a gender perspective and identify good practices and shortcomings.
• Analyse trends and evolutions in gender equality in the country specifying differences across states and territories.
• To apply an intersectional perspective to gender inequality, providing concrete recommendations regarding existing gender gaps and inequalities accelerating the advancement of gender equality and the social and economic empowerment of women and their equal participation in decision-making, considering “glass ceilings” and “sticky floors”.
• To finalize analysis of civil society organizations active for gender equality to include their perspective on women progress. This will be done by organizing three focus groups or at least 10 in depth interviews with women civil society organizations active for gender equality to include their perspective on women progress.
• To finalize the analysis of gender of private sector and financial inclusion in Nigeria , including in particular the voices and needs of small and medium women entrepreneurs, through at least two focus groups and two interviews to resource persons. Identify opportunities and specific constraints.
• Development partners:   Organize an in-person focus group with the members of the Development Partners Group on Gender and do an online survey to explore with them strengths, weaknesses and opportunities perceived in the work of gender, as well as the most robust, structuring projects.
• To analyse trends in economic inclusion by gender, including the care economy and integrate the Women Economic Empowerment Action plan in relevant strategies and plans in the country.
• Analyse future trends, including in climate change, economic empowerment, and security with a gender lenses.
• Finalise the socio-cultural, economic, political, and legal factors that hinder the efforts of gender equality in Nigeria at the present context of the country.
• Finalise the major needs and concerns with regard to the closing of gender gaps in Nigeria Country and identify the coverage of these by other development partners, the UN, the Bank, and other development partners, gaps which they could address, where impact can be made and opportunities for programmes identified.
• Finalise recommendations to advance gender equality, and the empowerment of women, by cultural change and in the financial, economic, and social sectors, and participation in decision-making processes, in alignment with the National Action Plan and the Country Strategy Paper.

This consultation will have consultants working as a team. It is foreseen to have a national and an international consultant. The national consultant will lead on the focus groups organization/interviews of organizations and analysis, as well as the search for national plans and data.

The international consultant will conduct desk review, organize the information and finalize the document.

A steering committee for this consultation will be set up with the participation of the Bank, UNWOMEN and the Ministry of Women.  A focal point of contact will be provided to the consultants. 

Methodology

The methodology to be adopted in carrying out this exercise combines desk review of information and data, focus groups and interviews resource persons, structuring, and formatting the draft Gender Country Profile with the above guidance.

The proposed space to conduct the interviews and focus groups is the African Development Bank in Abuja.  An appendix of the Country Gender Profile will include the names of persons and organizations interviewed/participating in focus groups, although they will not be individualized in the analysis.

To deliver on the expected output, the consultant, with backstop from the Technical Team , shall:

• Propose methodology and timeline
• Agreement of methodology and timeline with the leading team of this exercise including the Ministry of Women, Bank and UN Women technical;
• Conduct necessary desktop research for the Country Gender Equality Profile. This should involve updating gaps in statistical information
• Finalisation and approval of final document
• Presentation in public workshop

Length Country Gender Profile for Nigeria

• The Profile, discounting the executive summary and annexes, will be a document of 100 pages maximum, detailing all above-mentioned information with all statistics by sex and gender analysis. This document should finalise the current draft report, and structure will be provided.
• The document will include a 3–4-page executive summary to the main report.

Duration of the assignment and timeline

The duration of the assignment is 30 days for each consultant distributed in two calendar months.

Ideally, the contracts will start the first week of September and the CGP will be finalized the first week of November.   

Deliverables

The following are the major expected deliverables:

• The inception report (One week after the beginning of the consultation)
• The second draft report.
• The Nigeria Country Gender Profile.
• A Power Point presentation on the key messages and recommendations.
• Appendix with participants in consultations/interviews and resource persons
• Appendix with documents reviews

All deliverables shall be made by the team of both consultants.

Competencies

Core Values

• Integrity: Demonstrates consistency in upholding and promoting the values of UN Women in actions and decisions, in line with the UN Code of Conduct.
• Professionalism: Demonstrates professional competence and expert knowledge of the pertinent substantive areas of work.
• Respect for Diversity: Demonstrates an appreciation of the multi-cultural nature of the organization and the diversity of its staff. Demonstrates an international outlook, appreciating difference in values and learning from cultural diversity.

Competencies:

• Ethics and Values: Demonstrate and safeguard ethics and integrity.
• Organizational Awareness: Demonstrate corporate knowledge and sound judgment.
• Development and Innovation: Take charge of self-development and take initiative.
• Teamwork: Demonstrate ability to work in a multicultural, multi-ethnic environment and to maintain effective working relations with people of different national and cultural backgrounds.
• Communication and Information Sharing: Facilitate and encourage open communication and strive for effective communication.
• Self-management and Emotional Intelligence: Stay composed and positive even in difficult moments, handle tense situations with diplomacy and tact, and have a consistent behavior towards others.
• Conflict Management: Surface conflicts and address them proactively acknowledging different feelings and views and directing energy towards a mutually acceptable solution.
• Continuous Learning and Knowledge Sharing: Encourage learning and sharing of knowledge.
• Appropriate and Transparent Decision Making: Demonstrate informed and transparent decision making.

Functional Competencies

• Good programme formulation, implementation, monitoring, and evaluation skills
• Good knowledge of Results Based Management
• Ability to gather and interpret data, reach logical conclusions, and present findings and recommendations
• Good analytical skills
• Knowledge of UN programme management systems

Required Skills and Experience

Education :

• Advanced University (at least a Master’s) degree in Gender Studies, Social Sciences Economics or related disciplines is required; a PhD in economics is a plus.

Experience:

• Minimum of 7 years of demonstrated extensive experience that combines research and capacity development in the area of gender and economics and/or women’s social and economic empowerment at the national and international levels is required.
• Proven record of publications on economics and gender, women’s socio-economic empowerment, including publications on these topics in English with renowned institutions, is required.
• Demonstrated experience in facilitating multi-cultural training for adults.
•  Knowledge of socio-cultural, geopolitical, economic, and environmental country context is an advantage.
• Excellent writing skills and analytical skills.
• In depth knowledge of gender issues in Africa and in Nigeria specifically.
• Excellent analytical and reporting skills.
• Ability to speak and write in a clear and gender-sensitive language.

Note: Applicants are required to send the following documents in one application by email.

• Application letter explaining interest in the consultancy and suitability of the candidate for the consultancy position
• A short proposal (max 1,500 A4 pages) that details a proposed methodology and conceptualization of the consultancy.
• Personal History Form (P11). The P11 Form can be downloaded from the following website:

Duration of the Assignment

The assignment is expected to take 30 working days from the date of signing the contract.

Language Requirements:

Excellent command of written and spoken English language.

Application

All applications must include (as an attachment) the completed UN Women Personal History form (P-11) which can be downloaded from:

https://www.unwomen.org/sites/default/files/Headquarters/Attachments/Sections/About%20Us/Employment/UN-Women-P11-Personal-History-Form.doc . Kindly note that the system will only allow one attachment. Applications without the completed UN Women P-11 form will be treated as incomplete and will not be considered for further assessment.

In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality, and the Empowerment of Women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system (DAW, OSAGI, INSTRAW, and UNIFEM), which focused exclusively on gender equality and women's empowerment.

Diversity and inclusion:

At UN Women, we are committed to creating a diverse and inclusive environment of mutual respect. UN Women recruits, employs, trains, compensates, and promotes regardless of race, religion, color, sex, gender identity, sexual orientation, age, ability, national origin, or any other basis covered by appropriate law. All employment is decided based on qualifications, competence, integrity, and organizational need.

If you need any reasonable accommodation to support your participation in the recruitment and selection process, please include this information in your application.

UN Women has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UN Women, including sexual exploitation and abuse, sexual harassment, abuse of authority, and discrimination. All selected candidates will be expected to adhere to UN Women’s policies and procedures and the standards of conduct expected of UN Women personnel and will therefore undergo rigorous reference and background checks. (Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.)