Gender Equality. 1. The Parties reaffirm their strong commitment to achieving gender equality, the full enjoyment of all human rights by all, as well as everyone's empowerment as a driver for sustainable development. They shall embody the principle of gender equality in their national constitutions or other appropriate legislation.
Gender Equality. Where either the masculine or singular is used, this Collective Agreement shall be interpreted to include the feminine and the plural.
Gender Equality. 1. The Parties shall ensure equality before the law and equal access to justice, protection and benefit of the law for all. They shall take measures aimed at ensuring, improving and expanding equal participation and opportunities in all spheres of political, economic, social and cultural life. They shall ensure that the gender perspective is systematically mainstreamed across all policies and programmes.
Gender Equality. Staff The Executive Team (66%)*, College Management Team (78%) and Board (60%) have more female members than males. Despite this, there remains a gender pay gap of 13% which is 1.9% lower than the national average. Two thirds of the College workforce is female with women making up 58% of the teaching staff, many in part time employment. A much higher proportion of male employees are in higher paid occupations such as teaching and management. The gender pay gap is therefore due to the higher proportion of women in the lower paid jobs in the administrative (89%) and cleaning services (68%). The College has committed to the living wage for its employees which will help to reduce the gender pay gap. Therefore the College will look to promote gender role models in underrepresented curriculum areas and review our recruitment processes including advertising to help address the disparity. *Female percentages shown in brackets.
Gender Equality. All College recruitment is undertaken on an open and non-gender specific basis, with overall student recruitment reflecting the gender balance within the population as a whole. Within this, however, the College recognises that there remains a clear gender split within certain curriculum areas. This is especially marked within Science, Technology, Engineering and Maths (STEM) subject areas and Personal Care subjects such as Hairdressing/Beauty and Care. Analysis and actions in respect of gender equality are detailed within our published Gender Action Plan, and these actions and outcomes are an integrated feature of this Outcome Agreement. Our current most gender segregated curricular areas are outlined below and priority work will focus on improving the gender balance within these areas. Team Female % NK % Male % Other % Total % Building Services 0.4% 0.0% 99.6% 0.0% 100.0% Engineering 4.8% 0.1% 95.0% 0.1% 100.0% Construction and Technology 5.4% 0.1% 94.5% 0.0% 100.0% Computing and Creative Media 12.6% 0.0% 87.1% 0.3% 100.0% Retail and Events 75.9% 0.0% 24.1% 0.0% 100.0% Health and Social Care 90.6% 0.2% 9.1% 0.1% 100.0% Hair, Beauty and Complementary Therapies 96.5% 0.0% 3.5% 0.0% 100.0% Through the course of this agreement the College will take steps to support and prioritise atypical recruitment in segregated subject areas and will work in partnership with our schools to promote awareness raising and senior phase activity that directly addresses gender segregation in the curriculum. The College has also published a Gender Pay Analysis and Action Plan. This plan highlights a reduction in the gender pay gap evident across the College (to 6.3%) and confirms the gender balance on the Board of Management and the gender profile of senior postholders. The Gender Pay Action plan outlines steps being taken to further improve pay equality. The current gender split in respect of the most senior (Executive) roles is 57% male based on a team of 7. Across the full academic and support management team of the College this split is 40.5% male and 59.5% female, mirroring the overall staff gender split. Wider Equalities Analysis The College monitors closely the participation (and mainstreaming) of learners from protected characteristic groups and publishes detailed statistics biennially. Our analysis of equalities data within our Mainstreaming Report shows that the broad distribution of protected characteristic groups within our student population matches the distribution ...
Gender Equality. 39.1 In carrying out his/her obligations in pursuance of this contract, the tenderer shall ensure the application of the principle of gender equality and shall thus ’inter alia’ refrain from discriminating on the grounds of gender, marital status or family responsibilities. Tenderers are to ensure that these principles are mainfest in the organigram of the company where the principles aforementioned, including the selection criteria for access to all jobs or posts, at all levels of the occupation hierarchy are amply proven. In this document words importing one gender shall also include the other gender. VOLUME 1 SECTION 2 – TENDER FORM (A separate, distinct Tender Form must be submitted for EACH OPTION – if applicable - submitted) Place and Date: ................................................
Gender Equality. All College recruitment is undertaken on an open and non-gender specific basis, with overall student recruitment reflecting the gender balance within the population as a whole. Within this, however, the College recognises that there remains a clear gender split across a range of curriculum areas. This is especially marked within Science, Technology, Engineering and Maths (STEM) subject areas and Personal Care subjects such as Hairdressing/Beauty and Care. Analysis and actions in respect of gender equality are detailed within our published Gender Action Plan, and these actions and outcomes are an integrated feature of this Outcome Agreement. Our curriculum areas with gender segregation of 75% or more (as identified in our Gender Action Plan of July 2017) are detailed below with information on changes in enrolments for session 2017/18. Team Gender Baseline July 2017 Female Enrolments 2017-2018 Change Curriculum Areas >75% male enrolments Building Services 0.4% 1.7% +1.3% Engineering 4.8% 6.5% +1.7% Construction and Technology 5.4% 13.8% +8.4% Computing and Creative Media 12.6% 11.8% -0.8% Team Gender Baseline July 2017 Male Enrolments 2017-2018 Change Curriculum Areas >75% female enrolments Retail and Events 24.1% 29.9% +5.8% Health and Social Care 9.1% 15.2% +6.1% Hair, Beauty and Complementary Therapies 3.5% 6.5% +3.0% The progress made in the majority of subject areas is welcome, and although not universal, this does represent steps towards achievement of our overall gender equality aims. To further support this work, the college has adopted a contextualised recruitment arrangement for session 2019/20 to increase conversion rates for applicants in curriculum areas where a gender imbalance is evident. Equality analysis highlights consistency of successful learner outcomes irrespective of gender or other protected characteristic. Outcomes for minority gender learners within the above areas are strongly positive and in line with successful outcomes for other learner groups. Through the course of this agreement the College will continue to support and prioritise atypical recruitment in segregated subject areas and will continue to work strategically with our school and other partners to promote greater awareness raising and expand the offer of senior phase, broad general education, and primary level activity that directly addresses gender segregation in the curriculum. The College has a published Gender Pay Analysis and Action Plan. This plan highlights a red...
Gender Equality. Consistent with the values of gender equality assumed by both universities, any names which appear in the masculine in this agreement, when they have not been replaced by generic terms, shall also be understood as referring indistinctly to the feminine. AND IN WITNESS THEREOF, the parties hereby sign the present agreement in duplicate/triplicate/quadruplicate… (indicate, depending on the number of original copies required by the other institution; the UVa requires three), and in two/three versions (Spanish, ________ and__________) each of equal validity and for this sole purpose, at the place and on the date indicated below. In Valladolid, on ___________________ FOR THE UNIVERSITY OF VALLADOLID Signed: Xx. Xxxxxx Xxxxxx Prieto Vice-Xxxxxx for Internationalization In____________, ___________________ FOR (NAME OF THE OTHER INSTITUTION) Signed: (Person responsible at the partner university) (Position)
Gender Equality. 5.1. AMIDEAST will collect data in May 2015 to measure women’s and men’s satisfaction with the fairness of accessibility of opportunities, resources and services offered by LTD.
Gender Equality. Gender Pay Equity Principles The provisions of this Agreement are to be interpreted consistently with the following gender pay equity principles: Establishing equal pay for work of equal or comparable value: Equal or comparable value refers to work valued as equal in terms of skill, effort, responsibility and working conditions. This includes work of different types. Freedom from bias and discrimination: Employment and pay practices are free from the effects of unconscious bias and assumptions based on gender. Transparency and accessibility: Employment and pay practices, pay rates and systems are transparent. Information is readily accessible and understandable. Relationship between paid and unpaid work: Employment and pay practices recognise and account for different patterns of labour force participation by workers who undertake unpaid and/ or caring work.
