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. 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. Based on a three year trend analysis the subject areas within the College where the gender inequality in enrolments are greater than the national averages are: Building/Construction Operations – 98.4% enrolments male (96% nationally) Engineering/Technology (general) - 94.0% enrolments male (90% nationally) Mechanical Engineering – 96.8% enrolments male (93% nationally) Hair/Personal Care Services – 95.9% enrolments female (96% nationally) Construction (general) – 97.6% enrolments male (95% nationally) Recruitment analysis of these areas highlights that overall recruitment outcomes reflect enquiry and application rates, and the College is aware that, in the majority of cases, subject decisions are made in advance of contact with the College being made. This is recognised as a long-term trend, and the College (and the two legacy colleges) have previously undertaken a broad range of activities to develop awareness and encourage interest in “non-traditional” subject routes. This has included extensive partnership work with our local schools, and the creation of specific curriculum projects (such as Women into Construction). The College has been successful in accessing consultancy support for the period November 2015 – June 2017 from the Equalities Challenge Unit. This support is being used to research gender based subject choices at different stages through the learner journey (school and College) to inform senior phase curriculum provision, mainstream curriculum design, and student recruitment/marketing approaches that are designed to have greatest impact on learner opportunities and choices. Work undertaken to date has highlighted a number of potential “pinch-points” and barriers to progression and further work will be undertaken understand and address these barriers. Planned outcomes from this work are included within the activity plan section of this agreement. Marketing and school link taster activities will continue be used to support the promotion of College and career opportunities to future st...
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 P R E V I E W 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. The Project Promoter shall ensure equality and mutual respect for and among employees working for the Project, who shall be treated fairly and enjoy equal opportunities. All staff are to be respected and valued on their own merits, not be treated discriminatory against on the basis of gender, and have equal access to advancement, training and responsibility. The Fund Operator has the right to monitor the Project Promoter’s implementation of gender quality measures. If the Fund Operator detects any deviations from gender equality values. Chapter 11: Assignment and sub-contracting
Gender Equality. Second Commission on the Status of Women
Gender Equality. 4.3.1 In line with CIDA’s Policy on Gender Equality, the Organization shall explicitly and systematically integrate gender equality considerations (activities, outputs, results) at all stages of the Project, including budgetary provisions where possible.
